Hina Ashraf (hinaashraf@msn.com) is an assistant professor of applied linguistics at Air University, Islamabad. She has done research on language learning and social capital formation in Pakistan, exploring how the languages of schooling lead to different kinds of identity formation and sense of belonging. Her recent studies are on the language planning and policy in the subcontinent, plurilingual practices and their effect on academic writing, and genre analyses of Pakistani writing practices. She is particularly interested in research on the communicative practices and creative strategies of ESL speakers as they negotiate space for themselves in multilingual societies.

Kara D. Brown (brownk25@mailbox.sc.edu) an associate professor of educational studies at the University of South Carolina. She researches educational equity and identity issues connected with schooling. Brown explores these themes through examinations of the sociocultural context of language, the state's role in structuring educational opportunity, and international teacher migration. Much of her research focuses on Central and Eastern Europe with particular emphasis on Estonia.

Suresh Canagarajah (asc16@psu.edu) is the Erle Sparks Professor at Pennsylvania State University. He teaches world Englishes, second language writing, and postcolonial studies in the departments of English and Applied Linguistics. He has taught before in the University of Jaffna, Sri Lanka, and the City University of New York. His most recent publication is Translingual Practice: Global Englishes and Cosmopolitan Relations (Routledge, 2013). He was formerly the editor of TESOL Quarterly and president of the American Association of Applied Linguistics.

Jasone Cenoz (jasone.cenoz@ehu.es) is a professor of research methods in education at the University of the Basque Country UPV/EHU. Her research focuses on multilingual education, third language acquisition, bilingualism, and multilingualism. She has published articles on multilingual education in the Modern Language Journal; Applied Linguistics; Language, Culture and Curriculum; TESOL Quarterly; Language Teaching; and International Journal of Bilingual Education and Bilingualism; among others. She is also the author of several book chapters and books and the award-winning monograph Towards Multilingual Education (Multilingual Matters, 2009).

Peggy S. Conner (psconner@gmail.com), MS, CCC-SLP, is a lecturer of speech-language-hearing sciences at Lehman College and a doctoral candidate of the Graduate Center of The City University of New York. She completed her BS in speech pathology and audiology at Ithaca College and her MS in communicative disorders at the University of Wisconsin-Madison. She has been a practicing bilingual clinician for over 25 years and has published in the areas of child language, aphasia, multilingualism, and language in aging.

Diane Dagenais (dagenais@sfu.ca) is a professor in the Faculty of Education at Simon Fraser University, where she teaches courses in French and English on literacy, second language learning, and research methods. She has received funding from several sources, such as the Social Sciences and Humanities Council of Canada, to support her research in applied linguistics focusing on the relationship between education and language diversity. She is particularly interested in language teaching, multilingualism, and literacy practices in an out of school, including multimodal literacies. Her recent work examines how teachers and young second language learners engage in video production.

Stephen Evans (stephen.evans@polyu.edu.hk) is an associate professor in the Department of English at the Hong Kong Polytechnic University, where he teaches undergraduate and postgraduate courses in sociolinguistics, English as an international language, syllabus and materials design, and English for academic and professional purposes. He holds a BA and PGCE from the University of Oxford, an MA from the City University of Hong Kong, and a PhD from the University of Edinburgh. His research interests include colonial language policy, medium-of-instruction policy, business English, world Englishes, and advanced academic literacy.

Mira Goral (mira.goral@lehman.cuny.edu), PhD, CCC-SLP, is a professor of speech-language-hearing sciences at Lehman College and the Graduate Center of The City University of New York. She also holds an appointment at the Aphasia Research Center of the Boston University School of Medicine. She completed her BA in Linguistics at Tel Aviv University and her PhD in Neurolinguistics at the Graduate Center, The City University of New York. She has published in the areas of multilingualism, aphasia, language attrition, and language and cognition in aging.

Durk Gorter (d.gorter@ikerbasque.org) is Ikerbasque research professor at University of the Basque Country UPV/EHU, Donostia-San Sebastián, Spain. He does research on multilingual education, European minority languages, and linguistic landscapes. Before he was head of the department of social sciences at the Fryske Akademy in Ljouwert/Leeuwarden, the Netherlands, and also professor at the University of Amsterdam in the sociolinguistics of Frisian. Recent publications are “Focus on Multilingualism in School Contexts,” a special issue of The Modern Language Journal (2011, co-edited with Jasone Cenoz) and Minority Languages in the Linguistic Landscape (2012, co-edited with Heiko Marten & Luk Van Mensel). He is also the editor of Language, Culture and Curriculum (ISI) and leader of DREAM, the Donostia Research Group on Education and Multilingualism. Further information: www.ikerbasque.net/durk.gorter

Jason W. Gullifer (jwg20@psu.edu) is a PhD candidate in psychology and language science at Penn State University. He is interested in word recognition and the issue of language selection in bilingual speakers and utilizes behavioral and electrophysiological methods in his work. His dissertation focuses on whether bilingual speakers can utilize language cues present in a sentence context to eliminate influence of the unintended language during word recognition.

Britt-Louise Gunnarsson (britt-louise.gunnarsson@nordiska.uu.se) is a professor emeritus of modern Swedish and sociolinguistics at Uppsala University, Uppsala, Sweden. She has done research in sociolinguistics, text linguistics, discourse analysis, and psycholinguistics. Her recent publications include Professional Discourse (Continuum/Bloomsbury, 2009); Languages of Science in the Eighteenth Century (De Gruyter Mouton, 2011); and chapters in Contemporary Applied Linguistics, Volume 2 (2009); Language and the Market (2010); Handbook of Pragmatics Highlights 9 (2011); The Encyclopedia of Applied Linguistics (2012); and Discourse Studies Reader (2013).

Becky Halloran (hallorar@indiana.edu) is a doctoral student of second language studies at Indiana University. Her research focus is adult multilingualism, specifically the acquisition of syntax and syntactic transfer issues within the generative paradigm. Her recent work has focused on the acquisition of morpho-syntactic properties in L2 Spanish and L3 Brazilian Portuguese. Related interests include multilingual development and processing and heritage language acquisition.

Kathleen Heugh (Kathleen.Heugh@unisa.edu.au) is a socio-applied linguist whose work has focused on language policy and planning and multilingual education in sub-Saharan Africa, particularly South Africa. More recently, she has engaged in collaborative research in India and among migrant communities in Australia. She has led several large-scale studies of literacy, mother-tongue, and multilingual education, and large-scale assessment of students in multilingual settings. She teaches English to international students at the University of South Australia, using pedagogical practices informed by research and theories of multilingualism and multilinguality emerging from Africa and South Asia.

Eve Higby (evehigby@gmail.com) is a doctoral student in the Program of Speech-Language-Hearing Sciences at the Graduate Center of the City University of New York. Her research investigates the interaction of different languages in multilinguals from psycholinguistic and neurolinguistic perspectives, as well as the cognitive and linguistic consequences of second language acquisition in children and adults. Additionally, Higby is investigating the relationship between aging, cognitive processes, and language abilities as a member of the Language in the Aging brain project at the VA Boston Healthcare System and Boston University School of Medicine.

Jungna Kim (skygarden79@gmail.com) is currently a PhD student in the neurolinguistics lab with Dr. Loraine Obler in the Speech-Language-Hearing Sciences Program in the Graduate Center of the City University of New York. Her research interests include how bilingualism is affected by cognitive abilities, such as working memory and executive functions, and whether training working memory can enhance late bilinguals’ language processing. She completed her master's studies in applied linguistics at Teachers College, Columbia University, focusing on second language acquisition and assessment.

Judith F. Kroll (jfk7@psu.edu) is distinguished professor of Psychology, Linguistics, and Women's Studies and director of the Center for Language Science at Pennsylvania State University. Together with Annette de Groot, she co-edited Tutorials in Bilingualism: Psycholinguistic Perspectives (Erlbaum, 1997) and the Handbook of Bilingualism: Psycholinguistic Approaches (Oxford, 2005). The research that she and her students conduct concerns the acquisition, comprehension, and production of two languages during second language learning and in proficient bilingual performance. Their work, using behavioral and neurocognitive methods, is supported by grants from the National Science Foundation and the National Institutes of Health.

Loraine K. Obler (loraine.obler@gmail.com) is a distinguished professor in Speech-Language-Hearing Sciences at the City University of New York Graduate Center, with a joint appointment in linguistics. Her books include The Bilingual Brain: Neuropsychological and Neurolinguistic Aspects of Bilingualism (with Martin Albert) and Language and Brain (with Kris Gjerlow). In addition to bilingual brains, her research interests include cross-language study of aphasia, study of talented second language learners and those for whom it is challenging, and the language changes associated with healthy aging and their cognitive and neurological underpinnings.

Eleonora Rossi (exr22@psu.edu) is currently a visiting assistant professor in linguistics at the Center for Language Science at Penn State University, where she is primarily investigating bilingual language processing in healthy populations utilizing behavioral and neuroimaging methods, such as eye-tracking, event-related potentials (ERPs), and functional magnetic resonance imaging (fMRI). She received her MA and PhD in linguistics at the University of Groningen (the Netherlands). Her dissertation focused on morpho-syntactic disorders in speakers with agrammatic aphasia and in bilingual aphasic speakers.

Jason Rothman (j.rothman@reading.ac.uk) is a professor of multilingualism and clinical language sciences at the University of Reading as well as a member of the Centre for Literacy and Multilingualism, Centre for Integrative Neuroscience and Neurodynamics, and the Centre for Cognition Research. The overarching goal of his research seeks to understand the nature of linguistic mental representation and gain a better understanding of what examining acquisition tells us about cognition, and vice versa. Current research interests related to multilingualism include the modeling of transfer in adult additive multilingualism and the development and processing of morphosyntax in multilingual acquisition.

Sharon Unsworth (s.unsworth@uu.nl) is an assistant professor at Utrecht University. Her research concerns language development in bilingual and second language children, both in naturalistic and classroom settings. She has published on theoretical and methodological questions relating to early second language acquisition, examining the acquisition of morphosyntax and syntax-semantics, and using various experimental techniques. Unsworth is also passionate about transmitting scientifically grounded information about bilingualism and bilingual children to parents and teachers and is involved in various initiatives in this area. As of January 2014, she will take a position as associate professor at Radboud University Nijmegen.