Tasha Austin
(Ph.D., she/her/hers) is an assistant professor of teacher education, language education and multilingualism for SUNY Buffalo, Graduate School of Education. She served as Teacher Education Special Interest Group Representative for New Jersey Teachers of English to Speakers of Other Languages-New Jersey Bilingual Educators (NJTESOL-NJBE). Through critical race theory and Black feminist epistemologies, she qualitatively examines language, identity, and power through a raciolinguistic perspective, investigating the manifestations of antiBlackness in language education. Her dissertation and scholarly publications have been awarded by the American Educational Research Association, New York State Foreign Language Teachers, and Northeast Conference on Teaching Foreign Languages, respectively.
Lena Barrantes-Elizondo
(Ph.D.) is a full professor at Universidad Nacional, Sede Regional Brunca. She holds a Ph.D. in Educational Research from the University of Calgary. She started her career with a BA in EFL education, followed by a licentiate’s degree in Applied Linguistics with emphasis on English as a Foreign Language, a master’s degree in Second Languages and Culture, and a master’s degree in Educational Leadership from Universidad Nacional. She has worked as a pre-service and in-service EFL teacher trainer. Her current research and interests focus on the professional agency and identity of EFL instructors, EFL teaching and learning, and female leadership. Her research works have been published in academic journals in Canada, Mexico, Spain, Argentina, Costa Rica, and Peru. She has also shared her work at national and international conferences in the United States, Canada, Spain, and England.
Kisha Bryan
(Ph.D., she/her/hers) is an associate professor of English language education at Tennessee State University. Her research focuses on adolescents’ intersectional identities and the role of language and racial ideologies in identity construction. Her research has been published in Teachers College Record, TESOL Journal, and Language Magazine. Kisha is a U.S. Department of State English Language Specialist and currently serves on the TESOL International Association Board of Directors.
(Ph.D.) is an associate professor of English at North Central College in Naperville, IL USA. Dr. Charles teaches writing and language study courses in the English language arts and linguistics minor program. Her research interests center narrative inquiry, racial ideologies, and teacher identity in language education for Black teachers of English.
May F. Chung
(Ph.D.) is an associate professor in Academic Writing for the International Fellows at the National Defense University (NDU), a writing instructor at the NDU Library and Center for Excellence Writing Center, and Director of NDU 6100, the Introduction to Graduate Research and Writing course. Dr. Chung specializes in second language pedagogy and incorporating students’ native languages into composition. She holds a B.A. in English Education and English as a Second Language, and a M.A. in English Linguistics from North Carolina State University, and Ph.D. in Language, Literacy, and Culture, with a particular focus on linguistics, from the University of Maryland, Baltimore County. With over 12 years of teaching experience, May taught in local classrooms and universities in China, Guatemala, and the United States. She speaks (Southern) English, Chinese, and Spanish.
Ayanna Cooper
(Ed.D., she/her/hers) is a consultant whose passion for advocacy centers around K-12 linguistically diverse student populations. She is a U.S. Department of State English Language Specialist alumna and author of several publications including, And Justice for EL s: A Leader’s Guide to Creating and Sustaining Equitable Schools, Black Immigrants in the United States; Essays on the Politics of Race, Language and Voice (co-edited), and serves as Language Magazine’s Pass the Mic Series editor.
Tanya Cowie
(M.A.) is an EAL instructor at VCC, board member of SIETAR BC, Anti-racism facilitator, and Qualified Administrator of the Intercultural Development Inventory, she is currently doing an M.A. in Equity Studies at Athabasca University.
Taslim Damji
(M.A., King’s College, London) is a sessional lecturer at the University of the Fraser Valley, Instructor at Vancouver Community College, and Consultant. Taslim is interested in practices that acknowledge and empower diverse identities, well-being, and decolonization.
(Ph.D., she/her/hers) a former forensic scientist and chemist with more than 20 years of experience in STEM, is a Fulbright Administrator Alumni. She is currently the Director of Curriculum and Instruction for a school district with a very large English Learner population. Darlyne is a strong advocate for changing the face of STEM to reflect the population. Darlyne is currently writing a book for General Education Teachers of English Learners in the STEM Classroom.
Su Yin Khor
(Ph.D.) is Professor of Writing and Rhetoric and Director of the Writing Program at the College of the Atlantic. Her research interests include teacher and learner identities, multilingual writing, and language and literacy socialization in multilingual adult learners. She has experience teaching composition to U.S. and international undergraduate and graduate students.
Sarah Henderson Lee
(Ph.D.) is a professor of English at Minnesota State University, Mankato, where she directs the L2 Writing program and teaches in the graduate TESOL and Rhetoric & Composition programs. Her research focuses on L2 writing teacher education, literacy practices of multilingual adolescents, and world Englishes and composition. Her co-edited volume, Second language writing instruction in global contexts: English language teacher preparation and development was published by Multilingual Matters.
Gloria Park
(Ph.D.) is a professor of Applied Linguistics at Indiana University of Pennsylvania. Her teaching and research interests focus on critical pedagogy, language teacher identity, and qualitative inquiry. Gloria’s first monograph was published in 2017 by Multilingual Matters. Her co-edited volume, Critical Pedagogy in Language and Writing Classroom was published in 2023 by Routledge.
Ana-Marija Petrunic
(Ph.D.) is the associate dean of the School of English as a Second Language and Immigrant Education at George Brown College in Toronto, Canada. She provides leadership to the academic planning process, curriculum planning, development and delivery of immigrant and international education projects. She also teaches in the Teaching Second Languages Certificate and Human Resources Certificate programs at the University of Calgary. Ana-Marija is working on her doctoral degree at the School of Management, University of Bath. Specializing in Higher Education Management, her research focuses on how the professional lived experiences of women in management positions in
Doaa Rashed
(Ph.D.) is a professor in the English Department, Director of the Language Engagement Project, and co-Director of the Language and Social Justice Initiative in the School of Arts and Sciences at Rutgers University. She has served in numerous leadership roles in local, national, and international organizations, such as Maryland TESOL, the TESOL International Association, the International Women Resources Center Board of directors (IWRC), and Africa ELTA. With a Ph.D. in Language, Literacy, and Culture and a master’s degree in Instructional Systems Development-TESOL Bilingual, Dr. Rashed brings a wealth of knowledge and experience to her multiple roles in the ELT Field as a language teacher educator, transnational scholar, and program strategist. At the forefront of advocacy for transformative leadership, Dr. Rashed is a vocal advocate for marginalized groups, leveraging their platform to promote systemic change and create spaces where all feel valued, respected, and empowered to thrive in their respective contexts.
Kate Mastruserio Reynolds
(Ed.D.) is a professor of TESOL/Literacy at Central Washington University. She has taught educators in the U.S. and abroad at universities and public-school districts and ESL/EFL in elementary, middle schools and universities in various contexts. Dr. Reynolds’ publications include Introduction to TESOL: Becoming a Language Teaching Professional and Research Methods in Language Teaching and Learning: A Practical Guide. In 2022, she was inducted into the TESOL International Association’s Board of Directors (2022–2023).
Teri Rose Dominica Roh
(Ph.D.) is an assistant professor at Inha University in Incheon, South Korea. Her main duties include teaching general and elective language skills courses to undergraduate students. She was born and raised in the Philippines where she also first developed an awareness of race and gender issues while attending a single-sex college. She holds a Ph.D. from Sogang University, Department of English. Her research interests include topics on language attitudes, child-directed discourse, and the racialized identity of non-native English teachers.
Mary Romney
(Ed.M., M.A., she/her/hers) is a retired educator who spent over 40 years as an English language teacher in Madrid, New York, Barcelona, and Connecticut.
Amira Salama
(M.A.) is an academic English instructor at Nile University, Egypt. She is the current President of Africa ELTA, the regional association of African English language teachers. Amira has an M.A. TESOL from the American University in Cairo with a research focus on teacher leadership and is currently pursuing her Ph.D. in Egypt. She is a Past President of NileTESOL in Egypt and the Incoming Chair of the TESOL International Research Professional Council. Amira participated and led teacher mentoring programs in Egypt, Africa, and internationally. Her research and professional interests include teacher mentoring, inclusive ELT materials development, and teacher leadership.
Cristina Sánchez-Martín
(Ph.D.) is Assistant Professor of English at the University of Washington, Seattle. Her work is on how humans understand and navigate language practices in transnational contexts from de/anticolonial perspectives. She is currently serving as chair-elect of the Non-Native English Teacher (NNEST) TESOL interest section.
Xatli Stox
(M.A.) holds an M.A. in Educational Technology from North Carolina Central University and an M.A. in Teaching English to Speakers of Other Languages (TESOL) from North Carolina Greensboro College. Xatli has 18+ years of educational and administrative experience in K-12 and postsecondary settings in Colombia and the United States. As an educational consultant, she provides training and guidance on the quality review of language instruction educational programs and federal program compliance. Xatli is also a leader in the development of professional learning and networking opportunities for educators of linguistically and culturally diverse students. She is an ASCD Champion in Education, and her impact plan focuses on building educator voice and leadership capacity through communities of practice. Xatli is currently a Policy and Planning Analyst/WIDA State Relations Specialist at the University of Wisconsin-Madison.
Debra Suarez
(Ph.D.) serves in various ELT leadership roles. Dr. Suarez is President of the TESOL International Association (2024–2025). Dr. Suarez comes to this executive role after a professional lifetime of serving multilingual learners of
Shannon Tanghe
(Ph.D.) is an assistant professor at Metro State University in Minneapolis, MN. Shannon has taught in several countries, including 16 years in teacher education in South Korea. Her main research interests include teacher education/collaboration, reflective teacher inquiry, and World Englishes. Shannon’s publications have appeared in TESOL Quarterly, Asia Pacific Education Review, System, and English Today.
Lan Wang-Hiles
(Ph.D.) is an associate professor of English at West Virginia State University, where she also directed the ESL program previously. Her research interests include L2 writing, writing center theory and practice, multilingualism, and nonnative English-speaking teacher identity. Her studies have been published as journal articles and book chapters by NYS TESOL Journal, MLA, the Michigan University Press, Multilingual Matters, Springer, and IGI Global. She is the Chair of the Non-Native English-Speaking Writing Instructors (NNESWI s) Standing Group for the Conference on College Composition and Communication, and a Higher Education Representative on the West Virginia TESOL Board.
Marie Webb
(Ph.D.) is a lecturer of international graduate and undergraduate students in the English for Multilingual Students program and the TESOL minor in the Department of Linguistics at University of California at Santa Barbara. She is also affiliated with UCLA’s TESOL certificate program. Her research interests include collaborative research methods, professional identities of applied
Amea Wilbur
(Ph.D., she/her/hers) is an assistant professor in Adult Education at the University of the Fraser Valley and worked in the settlement sector for many years in Vancouver. Her research interests include migration, storytelling, trauma informed pedagogy, and decolonization.