Donald Freeman is Professor of Education, School of Education, University of Michigan USA, and Visiting Professor at Aston University (England) and University of Graz (Austria).  His work takes a sociomaterial approach to teacher learning, designing and documenting professional development that is equitable and accessible to teachers across diverse teaching circumstances and contexts. He directed the Learning4Teaching Project, a series of national research studies of public-sector teachers’ experiences in professional development conducted in Chile, Turkey, and Qatar, and is Senior Advisor on the ELTeach Project (National Geographic Learning), which provides on-line professional development to public-sector English language teachers.  He is author of Rethinking Teacher Professional Development (in press, Routledge) and Educating Second Language Teachers: The Same Things Done Differently (2016; Oxford University Press). 

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Suhanthie Motha’s research explores the centrality of race and empire within the workings of the discipline of applied linguistics and the English language teaching industry. A teacher educator and associate professor in the English Department at the University of Washington, she is the author of Race, Empire, and English Language Teaching, which won the American Educational Studies Association (AESA) Critics’ Choice Book Award and the Comparative and International Education Society’s (CIES) Globalization and Education SIG’s Book Award. Her work has been published in journals including TESOL Quarterly, Modern Language Journal, Critical Inquiry in Language Studies, Race Ethnicity and Education, Peace and Change, and Language Teaching, and in edited collections representing a range of areas.

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Mario López-Gopar (Ph.D., OISE/University of Toronto) is professor at Universidad Autónoma Benito Juárez de Oaxaca, Mexico. Mario’s main research interest is intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His PhD thesis was awarded both the 2009 AERA Second Language Research Dissertation Award and the 2009 OISE Outstanding Thesis of the year award. His articles have appeared in the Journal of Language Education and Identity, Applied Linguistics, ELT Journal, Diaspora, Indigenous and Minority Education, and the International Journal of Multilingualismamong others. He has also published numerous book chapters. His latest books are Decolonizing Primary English Language Teaching (Multilingual Matters, 2016) and International Perspectives on Critical Pedagogies in ELT (Palgrave MacMillan, 2019). In 2002, Mario founded BIBLOCA, the first multilingual public children’s library in the state of Oaxaca, Mexico. Since 2018, he has co-facilitated Asociación Mexicana de Evaluación de Lenguas Indígenas with Drs. Jamie Schissel and Constant Leung.

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Angela Valenzuela is a professor at the University of Texas at Austin. She also serves as the director of the University of Texas Center for Education Policy. A Stanford University graduate, her previous teaching positions were in Sociology at Rice University in Houston, Texas (1990-98), as well as a Visiting Scholar at the Center for Mexican American Studies at the University of Houston (1998-99). She is also the author of award-winning Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring (1999), Leaving Children Behind: How "Texas-style" Accountability Fails Latino Youth (2005), and Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth (Teachers College Press, 2016). She served as co-editor of the Journal of Qualitative Studies in Education, as well as the Anthropology and Education Quarterly. Valenzuela's research and teaching interests are in the sociology of education, minority youth in schools, educational policy, urban education reform, culturally relevant curriculum, ethnic studies, and indigenous education. Locally, she directs Academia Cuauhtli, a partnership-based, community-anchored Saturday school with district-wide impacts in Austin, Texas.

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Laura Gabriela García Landa es Doctora en Pedagogía por la Facultad de Filosofía y Letras de la UNAM.  También es profesora titular B en la Escuela Nacional de Lenguas, Lingüística y Traducción de la UNAM. Participa en los programas de licenciatura y maestría en Lingüística Aplicada del Posgrado en Lingüística, donde imparte los seminarios en el área de Sociolingüística, Análisis del discurso y Metodología de la investigación. Ha publicado Los retos de la planificación del lenguaje en el siglo XXI y muerte y vitalidad de las lenguas indígenas en México y las presiones sobre sus hablantes en co-autoría con Roland Terborg, Las Metodologías de Investigación en Lingüística Aplicada en colaboración con Alma Rodríguez, Theories and Linguistic Rights, Minority and Migrant Languages en colaboración con Roland Terborg, John Flórez y Virna Velázquez. Cuenta con más de ochenta contribuciones entre artículos especializados y capítulos de libros. Ha sido miembro de la Comisión Especial de Lenguas desde 2007 y vicepresidenta de 2009 a 2011, Coordinadora del Consejo Consultivo Interinstitucional de Lenguas Extranjeras de la SEP de 2007 a 2009. Fungió como Jefa del Departamento de Lingüística Aplicada del CELE, UNAM de 2009 a 2013. En 2009 fue galardonada con la distinción Sor Juana, por su trayectoria y por sus contribuciones en las áreas sustantivas de la Universidad: la docencia, la investigación y la difusión.