Founder/Director, Language Education Division, Caslon Publishing
Rebecca Field, Ph.D., has worked in the field of language education for over 30 years. Field has conducted action-oriented research in bilingual schools and communities since 1986 and has published two books on her work, Bilingual Education and Social Change and Building on Community Bilingualism. Field concentrates much of her energy and efforts on leadership and capacity building in language education at the district, school, and classroom levels. She co-edited (with Else Hamayan) English Language Learners at School: A Guide for Administrators. Field also has extensive experience working with general education, bilingual education, ESL, world language, and heritage language teachers, administrators, and coaches in the United States and internationally. She helps them focus on language policy and planning; language education program development, implementation, and evaluation; academic language and literacy; biliteracy; and differentiating instruction and assessment for bilingual and English learners.
Professor, The Graduate Center, City University of New York
Ofelia García is a professor in the Urban Education and Hispanic Literatures and Languages Ph.D. programs at the Graduate Center, CUNY. García has published extensively on bilingualism and the education of bilingual children. She is General Editor of the International Journal of the Sociology of Language and Co-Editor of Language Policy.
Co-Founder and Lead Developer, WIDA, Wisconsin Center for Education Research, University of Wisconsin–Madison
Margo Gottlieb, Ph.D., is the co-founder and lead developer for WIDA at the Wisconsin Center for Education Research, University of Wisconsin–Madison. She is also the former director of assessment and evaluation at the Illinois Resource Center. Starting her career as an ESL and bilingual teacher, Gottlieb has worked with governments, states, school districts, international schools, publishers, universities, and organizations. Over the last decade she has focused on designing English language development standards, assessment systems, and curricular frameworks. She has extensive publications, including close to 100 articles, monographs, chapters, and books. Her books address language proficiency standards, academic language use, assessment and accountability, common language assessment, and assessment of English language learners. Her most recent text (with M. Castro) is Language Power: Key Uses for Accessing Content (2017).
Psychologist, Language Education Consultant, Internationally
Else Hamayan is a psychologist, language education consultant, and former director of the Illinois Resource Center in Arlington Heights. She advises teachers and administrators nationally and internationally on issues of second language learning, special education, culture learning, biliteracy, and dual language instruction. She is co-editor of English Language Learners at School: A Guide for Administrators (with Rebecca Field). She is also co-author of Special Education Considerations for English Language Learners: Delivering a Continuum of Services (with Marler, Sánchez-López, and Damico), Dual Language Instruction from A to Z (with Nancy Cloud and Fred Genesee), and CLIL in Context: Practical Guidance for Educators (with Fred Genesee).
Professor Emerita, University of Wisconsin–Oshkosh
Kathryn Henn-Reinke is a professor emerita of English as a second language/bilingual education and project implementer of a Title III National Professional Development grant at the University of Wisconsin–Oshkosh. Her research agenda includes intervention and instruction with English learners, development of biliteracy, and differentiation of assessment for diverse populations. Henn-Reinke has studied and written about bilingual and trilingual education in Mexico, Panama, Costa Rica, Argentina, Chile, and Spain. She began her career as an elementary Spanish/English bilingual teacher.