Karen Beeman, M.Ed.
Co-Founder, Center for Teaching for Biliteracy
Karen Beeman is an education consultant who specializes in biliteracy and bilingual education. Beeman has worked as a classroom teacher, principal of a dual language school in Chicago, consultant with the Illinois Resource Center, and professor at the University of Illinois–Chicago and National Louis University. Biliteracy, how to teach children to read and write in two languages at the same time, is the area that has most captured her passion and is the focus of her work. As a professional developer Beeman works at the national level, providing training for teachers, principals, and other constituents. A simultaneous bilingual born and raised in Mexico City, she is co-author, with Cheryl Urow, of Teaching for Biliteracy: Strengthening Bridges between Languages and co-founder of the Center for Teaching for Biliteracy, an online forum for supporting and connecting educators who teach for biliteracy.
Deputy Director, BUENO Center, University of Colorado–Boulder
Sandra Butvilofsky is a research associate with the BUENO Center for Multicultural Education at the University of Colorado–Boulder. Her interest is in classroom-based research, with a focus on the biliterate writing development of simultaneous bilingual children in elementary schools. Her elementary teaching experience includes five years as a bilingual classroom teacher and five years as a trained Descubriendo la lectura/Reading Recovery teacher. Sandra has been involved in the Literacy Squared research project since 2006.
Director, World-class Instructional Design and Assessment (WIDA) Consortium
Mariana Castro is the Director of Academic Language and Literacy Initiatives for the World-class Instructional Design and Assessment (WIDA) Consortium, a consortium of 35 states and territories that have joined together to develop standards-based resources and assessments to support the language development and academic achievement of English language learners (ELLs)/emergent bilinguals (EBs). Throughout her career, Mariana’s work at the school, district, national, and international levels has focused on the roles of educators in supporting student learning. Her passion for education is energized by the amazing work of teachers who draw on the linguistic and cultural resources of students and communities in diverse contexts.
Professor Emerita and Former Director, M.Ed. in TESL Program, Feinstein School of Education and Human Development, Rhode Island College
Nancy Cloud, Ed.D., is professor emerita in the Feinstein School of Education and Human Development at Rhode Island College in Providence. Previously, she coordinated the M.Ed. in TESL program where she taught graduate courses on second language and literacy development, as well as the appropriate assessment of English learners (ELs). She continues her work as an educational consultant to school districts focused on responsive curriculum and instruction for K–12 ELs. She is a nationally renowned author and educator.
Jim Cummins, Ph.D.,
Jim Cummins is a Professor Emeritus at the Ontario Institute for Studies in Education of the University of Toronto. His research focuses on literacy development in educational contexts characterized by linguistic diversity. In numerous articles and books, he has explored the nature of language proficiency and its relationship to literacy development with particular emphasis on the intersections of societal power relations, teacher-student identity negotiation, and literacy attainment. He has been awarded four honorary doctorates from universities in Greece, Norway, and the United States.