Jeff Bale is an assistant professor in the Department of Teacher Education at Michigan State University. His research focuses on three broad areas: sociohistorical analysis of language education policies in the United States; comparative study of neoliberalism and education policy in Germany, with a particular focus on the impact of such policy on students with a migration background; and second language teacher education. He taught English as a Second Language to newcomer immigrants and German for about 10 years in Washington, D.C.; Chicago, Illinois; and Tempe, Arizona, public secondary schools. His work has appeared in Teachers College Record, Annual Review of Applied Linguistics, and Language Policy, and he is coeditor of the book Education and Capitalism: Struggles for Learning and Liberation (Haymarket Books, 2012).
Ofelia García is a professor in the PhD programs of Urban Education and of Hispanic and Luso-Brazilian Literatures and Languages at The Graduate Center, City University of New York. She has been Professor of Bilingual Education at Columbia University’s Teachers College, Dean of the School of Education at the Brooklyn Campus of Long Island University, and Professor of Education at The City College of New York. Among her recent books are Bilingual Education in the 21st Century: A Global Perspective; Bilingual Community Education and Multilingualism (with Z. Zakharia and B. Otcu); Handbook of Language and Ethnic Identity, Vols. 1 and 2 (with J. A. Fishman); Educating Emergent Bilinguals (with J. Kleifgen); Additive Schooling in Subtractive Times (with L. Bartlett); Negotiating Language Policies in Schools (with K. Menken); Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmán); and A Reader in Bilingual Education (with C. Baker). She is the associate general editor of the International Journal of the Sociology of Language.
Jin Sook Lee is a professor of education in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. A former teacher of English as a second language, she earned her PhD in language learning and policy from Stanford University in 2000. Her research focuses on the cultural, sociopolitical, and sociopsychological factors that shape the language learning process among children of immigrants. She is currently working on a longitudinal ethnography examining the social and academic trajectories of Latino and Korean students in dual-language immersion programs and English-only schools. Her work has been published in journals at the intersections of linguistics and education including International Journal of Bilingual Education and Bilingualism, Foreign Language Annals, Bilingual Research Journal, Language Learning and Technology, and Language, Culture and Curriculum. In 2009, she coedited (with Terrence Wiley and Russ Rumberger) The Education of Linguistic Minority Students in the US (Multilingual Matters) and was awarded an outstanding article of the year award from the Bilingual Research Journal in 2011. She serves on the editorial board of the International Multilingual Research Journal, Language Arts, and The Journal of Asia TEFL. She is a 2008 recipient of the Foundation for Child Development Scholars Award and a 2011 recipient of the Fulbright Scholars Research Award in Applied Linguistics for which she conducted a study on the English language teaching programs and policies in South Korea.
Joseph Lo Bianco is a professor of language and literacy education at the University of Melbourne, immediate past president of the Australian Academy of the Humanities, and Research Director, UNICEF Language and Peacebuilding, Myanmar, Burma; Malaysia; and Thailand. He wrote the National Policy on Languages for the Australian Federal Government, adopted in June 1987 as the first multilingual policy in an English-speaking society. He is a practitioner of language policy and planning, having been commissioned as a consultant in Asian, African, and European countries; he is also a researcher and writer on China–Western intercultural relations and language and intercultural education in general. He is currently preparing for publication a work on language ideologies in Tunisia, with Dr. Fethi Helal, a fiction-based intercultural study on Chinese–Western mutual representations and knowledge. He has more than 120 publications, and his most recent book, with Renata Aliani, is Language Planning and Student Experiences: Intention, Rhetoric and Implementation (Multilingual Matters).
Reynaldo F. Macías is currently professor of Chicana and Chicano studies, education, and applied linguistics in the César E. Chávez Department for Chicana and Chicano Studies at University of California, Los Angeles. He has joint faculty appointments in the departments of Education and Applied Linguistics and is an affiliated faculty member to the African American Studies Programs and the Civic Engagement minor. He received his PhD from Georgetown University in linguistics, specializing in sociolinguistics and minoring in theoretical linguistics and language policy and planning, and his master’s in early childhood education from University of California, Los Angeles. He was director of the University of California’s Linguistic Minority Research Institute between 1992 and 1998 and assistant director of the National Institute of Education, in charge of reading and language studies between 1979 and 1981. He was a Presidential appointee to the Advisory Board for the National Institute for Literacy, serving from 1996 until 2003. His research interests are in the politics of language policy, language demography, and educational sociolinguistics, including bilingual education, educational history and policy analysis, literacy, teacher preparation, and multicultural curricular education. He was intimately involved in the 1992 National Adult Literacy Survey that reported for the first time a representative estimate of literacy (including biliteracy and non-English literacy, measures he defined), along with bilingualism, for the nation’s ethno-linguistic populations: English Literacy and Language Minorities in the United States (NCES 2001-464; with E. Greenberg, D. Rhodes, and T. Chan, 2001). He is currently writing a book on the history of language groups and politics in the United States.
Stephen May is professor of education in Te Puna Wananga in the Faculty of Education, The University of Auckland, New Zealand. He is also an honorary research fellow in the Centre for the Study of Ethnicity and Citizenship, University of Bristol, United Kingdom. Stephen has written widely on language rights, language policy, and language education, including bilingual education, indigenous language education, and multicultural education. To date, he has published nine books and over 90 academic articles and book chapters in these areas. His key books include Language and Minority Rights (2nd ed.; Routledge, 2012), the first edition of which received an American Library Association Choice’s Outstanding Academic title award (2008). His latest book is a significant new edited collection, The Multilingual Turn (Routledge, 2014). He has previously edited, with Nancy Hornberger, Language Policy and Political Issues in Education, Volume 1 of the Encyclopedia of Language and Education (2nd ed.; Springer, 2008); and with Christine Sleeter, Critical Multiculturalism: Theory and Praxis (Routledge, 2010). He is general editor of the third edition of the multivolume Encyclopedia of Language and Education (Springer, 2016), a founding editor of the interdisciplinary journal, Ethnicities (Sage), and associate editor of Language Policy (Springer). His homepage is http://www.education.auckland.ac.nz/uoa/stephen-may.
Teresa L. McCarty is the George F. Kneller Chair in Education and Anthropology in the Graduate School of Education and Information Studies at the University of California, Los Angeles, and the Alice Wiley Snell Professor Emerita of Education Policy Studies at Arizona State University. Her research, teaching, and outreach focus on educational language policy, Indigenous/multilingual education, youth language, critical literacy studies, and ethnographic studies of education. A fellow of the American Educational Research Association, the Society for Applied Anthropology, and the International Centre for Language Revitalization, she has edited and coedited Anthropology and Education Quarterly, American Educational Research Journal, and the Journal of American Indian Education. Her books include A Place to Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling (Erlbaum, 2002), “To Remain an Indian”: Lessons in Democracy From a Century of Native American Education (with K. T. Lomawaima, Teachers College Press, 2006), Ethnography and Language Policy (Routledge, 2011), Language Planning and Policy in Native America: History, Theory, Praxis (Multilingual Matters, 2013), and Indigenous Youth and Multilingualism: Language Identity, Ideology, and Practice in Dynamic Cultural Worlds (with L. T. Wyman and S. E. Nicholas, Routledge, 2014).
Sheilah E. Nicholas is a member of the Hopi Tribe and an assistant professor in the Language, Reading and Culture Program, Department of Teaching, Learning and Sociocultural Studies, at the University of Arizona (UA). She received her PhD in American Indian studies from UA in 2008. Her scholarly work focuses on Indigenous/Hopi language maintenance and revitalization, Hopi language literacy, Indigenous language ideologies and epistemologies, and cultural and linguistic issues in American Indian education. Her current research investigates the impact of educational policies, particularly the No Child Left Behind Act, on indigenous language programs and includes a schoolwide self-study regarding the role of schools in language revitalization efforts. She is also currently coordinator of the UA Bureau of Applied Research and Anthropology Hopi Children’s Word Book Project. A former classroom teacher, she has served as coordinator of the American Indian Language Development Institute; director of Project NATIVE, a U.S. Department of Education–funded Native American teacher training program at Tohono O’odham Community College; and field researcher on Native American language revitalization for the Indigenous Languages Institute in Santa Fe, New Mexico. She has also served as a consultant to the Hopi Tribe for the Hopilavayi Program in planning and implementing Hopi language teacher training at the Hopilavayi Summer Institute. Her research has been published in numerous edited volumes and in American Indian Culture and Research Quarterly, Journal of Language, Identity, and Education, Language Policy, and International Multilingual Research Journal. Her recent edited volume (with L. T. Wyman and T. L. McCarty) is Indigenous Youth and Multilingualism: Language Identity, Ideology, and Practice in Dynamic Cultural Worlds (Routledge, 2014).
Jeanne M. Powers is an associate professor in the Mary Lou Fulton Teachers College, at Arizona State University. She received her PhD in sociology from the University of California, San Diego. Her research focuses on school segregation, school choice, and school finance litigation. One line of research draws from and extends her historical analysis of Mexican American school segregation cases in the Southwest. In another line of research she is examining how social science research shapes judicial decision making in school finance cases. Her research has been published in Law and Social Inquiry, the American Educational Research Journal, Educational Policy, The Journal of School Choice, and Equity and Excellence in Education. In addition, she has written a book on charter school reform: Charter Schools: Reform Imagery, Reform Reality (Palgrave Macmillan). She is an associate editor of Education Policy Analysis Archives, an open-access peer-reviewed scholarly journal.
Vaidehi Ramanathan (vramanathan@ucdavis.edu) is a professor of applied sociolinguistics in the linguistics department at the University of California, Davis. Her research interests span all domains of literacy, including teacher education, minority languages, language policies, and unequal power relations between English and the vernaculars in postcolonial contexts. She is also interested in aging, health, and disability studies as well as language learning and literacy studies. Her publications include Language, Body and Health (coedited, 2011, Mouton de Gruyter), Bodies and Language: Health, Ailments, Disabilities (2010, Multilingual Matters), The English-Vernacular Divide: Postcolonial Language Politics and Practice (2005, Multilingual Matters), The Politics of TESOL Education: Writing, Knowledge, Critical Pedagogy (2001, Routledge), and Alzheimer’s Discourse: Some Sociolinguistic Dimensions (1997, Lawrence Erlbaum). She has also edited a special issue of Language Policy with a focus on health and coedited a special issue of TESOL Quarterly with a focus on language policies. Her most recent publication is an edited volume titled Language Policies and (Dis)Citizenship: Rights, Access, Pedagogies (2013, Multilingual Matters).
Elana Shohamy is a professor of language education at the School of Education, Tel Aviv University, Israel. Her research, teaching, writings, and plenary talks focus on a variety of topics related to language testing within a political and social framework; language policy in terms of multilingualism, empowerments, and mechanisms; academic achievements of immigrants in school within the perspectives of using multilingual repertoire and multilingual assessment; and linguistic landscape referring to representation, contestations, and justice of languages in public spaces. She has published extensively in journals and edited books: The Languages of Israel: Ideology, Policy and Practice (with B. Spolsky, Multilingual Matters, 1999); The Power of Tests: Misuses of Language Tests (Longman, 2001); Language Policy: Hidden Agendas and New Approaches (Routledge, 2006); Encyclopedia of Language and Education: Vol. 7. Language Testing and Assessment (edited with N. Hornberger, Springer, 2008); Linguistic Landscape: Expanding the Scenery (edited with D. Gorter, Routledge, 2009); and Linguistic Landscape in the City (edited with E. Ben Rafael & M. Barni, Multilingual Matters, 2010). She is the editor of the journal Language Policy. In 2010, she was granted the International Language Testing Association lifetime academic achievement award.
Monica L. Stigler is a PhD candidate in the Mary Lou Fulton Teachers College at Arizona State University. Her research focuses on the relationship between schools and communities and the extent to which education can lead to social transformation. Her research has also examined issues of school choice and equity. Professionally, she has worked as a policy analyst for Morrison Institute for Public Policy, a nonpartisan think tank, and as development director for a leading housing and human services nonprofit organization.
James W. Tollefson is currently a professor in the Faculty of Education at The University of Hong Kong. Before joining The University of Hong Kong in 2012, he taught at the University of Washington in Seattle and in Japan, the Philippines, and Slovenia in the former Yugoslavia. His research interests include language policy, sociolinguistics, language and inequality, second-language education, and language and ideology. His most recent books are Language Policies in Education: Critical Issues; Power and Inequality in Language Education; Planning Language, Planning Inequality; and (with Amy B. M. Tsui) Medium of Instruction Policies: Which Agenda? Whose Agenda? and Language Policy, Culture and Identity in Asian Contexts. His current research critically examines mass media coverage of language policy issues, language and nationalism in East Asia, and research methods in language planning.
Amy B. M. Tsui is pro-vice-chancellor and vice president (teaching and learning) of The University of Hong Kong and chair professor in the Faculty of Education. She has published and presented numerous keynotes on language policy, teacher learning and teacher development, classroom discourse, classroom-centered research, and conversational analysis. Her more recent major publications include Understanding Expertise in Teaching: Case Studies of ESL Teachers (2003), (with Ference Marton) Classroom Discourse and the Space of Learning (2004), (with James Tollefson) Medium of Instruction Policy: Which Agenda? Whose Agenda? (2004) and Language Policy, Culture and Identity in Asian Contexts (2007), and (as lead author) Learning in School-University Partnership: Sociocultural Perspectives (2009).
Terrence G. Wiley is president of the Center for Applied Linguistics (CAL) and professor emeritus at Arizona State University, where he served as executive dean of the former Mary Lou Fulton Institute and Graduate School of Education and Director of the Division of Educational Leadership and Policy Studies. Among his numerous publications are The Handbook of Heritage, Community, and Native American Languages Research, Policy, and Practice (coeditor, CAL-Routledge, 2014), The Education of Language Minority Immigrants in the United States (coeditor, Multilingual Matters, 2009), and Literacy and Language Diversity in the United States (CAL, 2005). He has cofounded two international journals, the Journal of Language Identity and Education (currently coeditor, Routledge) and the International Multilingual Research Journal (Routledge), and he has served on numerous editorial boards. He has lectured and served as a visiting professor at a number of international universities, most recently at Renmin (People’s) University of China.
Colin H. Williams is a research professor in the School of Welsh, Cardiff University, Cardiff, United Kingdom. His main scholarly interests are in sociolinguistics and language policy in multicultural societies, ethnic and minority relations, and political geography. He has previously taught in universities in Canada, England, and the United States. Between 2000 and 2010 he was a National Assembly for Wales–appointed member of the Welsh Language Board, where he concentrated on language policy, intergovernmental strategy, and international aspects of language planning. He continues to advise government agencies in the United Kingdom and elsewhere. His latest publications are Minority Language Promotion, Protection, and Regulation (2013, Palgrave) and Parents, Personalities and Power: Welsh-Medium Schools in South East Wales (as coeditor with H. Thomas; 2013, University of Wales Press).
Wayne E. Wright, PhD, is an associate professor of applied linguistics in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio, where he directs the Teaching English as a Second Language Program. A former bilingual (Khmer), English as a second language, and structured english immersion teacher in southern California, he received his PhD in educational leadership and policy studies from Arizona State University in 2004. He is author of the widely used textbook Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (Caslon, 2010) and of numerous published articles in leading academic journals and books on policy and practices in language minority and heritage language education. In 2009 he was a Fulbright scholar at the Royal University of Phnom Penh in Cambodia. He is editor of the Journal of Southeast Asian American Education and Advancement and book review editor of the International Multilingual Research Journal. He is currently coediting (with Sovicheth Boun and Ofelia García) the forthcoming Handbook of Bilingual and Multilingual Education (Wiley-Blackwell).
