Contributors

David Cameron is the Senior Manager of the Research and Development Department in the Toronto District School Board. He is an educator and education policy sociologist with research interests in school change and the interrelationship between educational policy intentions or design and peoples’ experiences within policy frameworks. David has twenty years of experience working in the school systems of Ontario, U.S. and U.K. Most recently, David worked as a Director of Research for People for Education, an NGO think tank that advocates for public education. David believes that societal health and Human Rights depend on an enriched and vibrant public education system.

Jasone Cenoz is Professor of Education at the University of the Basque Country UPV/EHU (Spain) and President of the Education Science Committee of the Spanish Research Council (AEI). Her research focuses on multilingual education, bilingualism and multilingualism. She has published extensively and has presented her work at conferences in many countries. Her publications include Minority Languages and Multilingual Education(2014), Multilingual Education: Between language learning and translanguaging (2015) and Pedagogical Translanguaging (CUP, forthcoming). She has been President of the International Association of Multilingualism and Distinguished Visiting Professor in Graduate Center CUNY, Nueva York. She is the Chair of the Book Award committee of AAAL.

Dr. Jim Cummins is a Professor Emeritus at the Ontario Institute for Studies in Education of the University of Toronto. His research explores literacy development in multilingual and intercultural classrooms with particular emphasis on the ways in which teachers’ pedagogical choices intersect with societal power relations and teacher-student identity negotiation.

Fauve De Backer has a Master’s degree in Educational Sciences and obtained her PhD in Linguistics in 2020 at Ghent University, Belgium. Her research interests include multilingualism and assessment in primary and secondary education. Her publications include Schools as laboratories for exploring multilingual assessment policies and practices; Assessment accommodations for multilingual learners: pupils perceptions of fairness; ‘Pupils’ Perceptions on Accommodations in Multilingual Assessment of Science and Bridging the gap between learning and evaluation: lessons learnt from multilingual pupils and ‘Functional use of multilingualism in assessment: Opportunities and challenges’ in Cambridge Assessment English (Ed.), What does plurilingualism mean for language assessment?.

Mélanie Ducharme is a pedagogical consultant for the Centre de services scolaire de Laval in Québec. She is responsible for the evaluation dossier. She has a Baccalaureate in teaching English as a second language and a Masters in education in Competencies assessment. She often consults in assessment and integration of ICT with private schools.  She is the person responsible to give feedback for the badge on differentiation for CADRE 21. She also teaches future teachers at Université de Montréal in regards to evaluation. She has given many workshops across Quebec in evaluation for learning. Finally, she presented her masters final work at the Education and Development Conference of Tomorrow People’s organization in March 2016.

Durk Gorter is Ikerbasque research professor at the University of the Basque Country, Spain. He is head of the Donostia Research group on Education And Multilingualism (DREAM). He carries out research on multilingual education, European minority languages and linguistic landscapes. Among his recent publications are Multilingual Education: Between language learning and translanguaging (2015, co-edited with Jasone Cenoz) and a special issue of System (2020) on Pedagogical translanguaging: navigating between languages at school and at the university. He teaches in the European Master in Multilingualism and Education (EMME). He is also Editor-in-Chief of the journal Language, Culture and Curriculum. The International Association of Multilingualism gave him the award of Distinguished Scholar of Multilingualism.

Eunice Eunhee Jang is a Professor at the Department of Applied Psychology and Human Development in Ontario Institute for Studies in Education, University of Toronto. With specializations in diagnostic language assessment, technology-rich learning and assessment, mixed methods research, and program evaluation, Dr. Jang has led high-impact provincial, national, and international research with various stakeholders. Currently, she serves the International Language Testing Association as an elected secretary and Language Assessment Quarterly as an associated editor.

Jerry Won Lee is Associate Professor of English at the University of California, Irvine, where he is affiliate faculty in the Departments of Anthropology, Comparative Literature, East Asian Studies, and Asian American Studies. His publications include a monograph on The Politics of Translingualism, co-edited special issues of World Englishes and the International Journal of Multilingualism, and 2 co-edited volumes, one on Korean Englishes in Transnational Contexts, and more recently, one on Translinguistics: Negotiating Innovation and Ordinariness. He is currently completing a monograph on the translingual space of global Korea, and editing a collection on The Sociolinguistics of Global Asias (under contract with Routledge). 

Constant Leung is Professor of Educational Linguistics in the School of Education, Communication and Society, King’s College London.   His research interests include additional/second language teaching and assessment, language policy, and teacher professional development.  He is Co-editor of Language Assessment Quarterly, Editor of Research Issues of TESOL Quarterly, and serves as a member of the Editorial Boards of Australian Review of Applied Linguistics, Language and Education, and the Modern Language Journal.  He is a Fellow of the Academy of Social Sciences (UK). His work in developing the English as an Additional Language Assessment Framework for schools (The Bell Foundation) has won the 2018 British Council ELTons international award for innovation.

Nicholas Limerick is an Assistant Professor of Anthropology and Education at Teachers College, Columbia University. His main areas of interest include the intersections of cultural politics and the state; language revitalization; multilingualism in theory, policy, and practice; and urban inequality and schooling in Indigenous Latin America. He focuses on Ecuador, where he has researched and lived for much of the past 10 years. He is currently finishing two books: an academic one based on ethnographic research with those involved in Ecuador’s intercultural bilingual school system, and a Kichwa heritage language textbook co-written with teachers of an intercultural bilingual school in Quito.

Mario López-Gopar (Ph. D., OISE/University of Toronto) is professor at Universidad Autónoma Benito Juárez de Oaxaca. Mario’s main research interest is intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His latest books are Decolonizing Primary English Language Teaching (Multilingual Matters, 2016) and International Perspectives on Critical Pedagogies in ELT (Palgrave MacMillan, 2019).

Hieu Pham-Fraser is a District Curriculum Coordinator responsible for influencing English Language Learning guidelines, policies and pedagogy. With an educational background that includes a Master’s of Education in Curriculum from Simon Fraser University, and several diplomas and certificates in the fields of language acquisition, literacy and reading instruction; Hieu focuses on aligning structures and systems to classroom practice that is equitable and inclusive for all students. When educators apply the lens of language and culture in curriculum planning, all students benefit. Hieu’s most recent learning initiatives include formative language acquisition assessments as well as translanguagingand other culturally relevant pedagogies. Hieu recently published a picture book, The Little Girl gives educators a raw look into what implicit racism can look like, sound like and feel like in schools. 

Loretta Robinson is a Naskapi Cree educator from the Naskapi Nation of Kawawachikamach and member of the Pimicikamak Cree Nation of Manitoba. With a graduate (M Ed.) and an undergraduate degree (B.Ed and B.A.) from Bishop’s University, Loretta works with universities on integrating Indigenous perspectives in learning settings and the curriculum. In her community, Loretta works with the Naskapi Curriculum Department as the Naskapi Curriculum Coordinator. This work involves the preservation of the Naskapi language for all learners, ensuring that all instruction promote, preserve and respect the Naskapi way of life. Using the Strengthening Connections framework, Loretta mentors novice teachers who work in her community on creating respectful and welcoming learning environments that connect and reflect to the holistic lifelong vision of education for the Naskapi Nation.

Dr. Schissel’s research focuses on educational assessments and policies affecting linguistically and culturally diverse communities in the United States, Mexico, and Peru. With Dr. Mario López-Gopar (Universidad Autónoma Benito Juárez de Oaxaca, Oaxaca City, Mexico) and Dr. Constant Leung (King’s College, London, UK), she co-facilitates Asociación mexicana de evaluación de lenguas indígenas [Ameli—the Mexican association for the evaluation of Indigenous languages]. Her book the Social Consequences of Testing for Language- minoritized Bilinguals in the United States (Multilingual Matters) was published in 2019. She has served as a co-editor of the special issue “The Construct of Multilingualism in Language Testing” for Language Assessment Quarterly (December, 2019) and the volume Envisioning TESOL through a Translanguaging Lens (Springer, 2020).

Elana Shohamy is a professor of Language Education at Tel Aviv University School of Education where she teaches and researches issues of  justice and rights as they relate to language testing,  language policy, immigrants and minority groups as well a linguistic landscape; her current testing research focuses on multilingual assessment as part of a new multilingual educational policy in Israel. She authored The power of tests: A critical perspective on the uses of language tests (2001), Language policy: Hidden agendas and new approaches (2006), and edited the Testing and Assessment volumes of The Encyclopedia of Language and Education (Springer, 2009 and 2018). Elana was granted the ILTA Lifetime Achievement Award in language testing (2010) for her work on critical language testing.

Stef Slembrouck (PhD Lancaster University, 1992) is Senior Professor in English Linguistics and Director of the University Language Centre at Ghent University, Belgium. He also holds a position as an Extraordinary Professor at the University of the Western Cape, South Africa. His research concentrates on the role of language and interaction in institutional contexts (health, social welfare, child protection, education), with particular reference to the dynamics of globalization and migration-affected multilingualism. Recent research projects focus on multilingual assessment, translanguaging and functional multilingual learning in classroom interaction, lingua franca English in social welfare contexts, and the interactional dynamics of telephone contact tracing in the context of the covid-19 pandemic.

Piet Van Avermaet is Professor in ‘Language and Diversity’ in the Linguistics Department of Ghent University, Belgium, where he teaches ‘multicultural studies’, ‘multilingualism in education’, ‘language, diversity and globalisation’ and ‘language policy’. He is also Head of the Research Centre for Diversity & Learning (CDL) at the same University. He is series co-editor (with Kathleen Heugh and Christopher Stroud) of the book series ‘Multilingualisms and Diversities in Education’, Bloomsbury. His expertise and research interests cover topics related to multilingualism in education, social inequality in education, language policy and practice in education, language policy and practice in contexts of (social) inclusion, language assessment, diversity and inclusion, integration and participation, discrimination in education.

Dr. Sunny Man Chu Lau is an Associate Professor in the School of Education of Bishop’s University in Quebec, Canada. Her work focuses on ESL teacher preparation and bi/plurilingual education. She is the recipient of the 2012 International Society for Language Studies’ Founders’ Emergent Scholars Award for her critical scholarships in language studies. Her recent research projects (SSHRC, FRQSC, and The Higher Education Hub—Estrie) examine the use of translanguaging pedagogies in promoting students’ critical bi/multilingual learning. Lau co-edited Plurilingual pedagogies: Critical and Creative Endeavors for Equitable Language in Education (Lau & Van Viegen, 2020) which engages critically with the theories and pedagogies related to plurilingualism and translanguaging across educational contexts.  

Dr. Angel M. Y. Lin is Professor and Tier 1 Canada Research Chair in Plurilingual and Intercultural Education at Simon Fraser University, Canada. She has published widely in CLIL, academic literacies, trans/languaging (TL), trans-semiotizing (TS), classroom analysis, and language and identity studies. She serves on the editorial advisory boards of leading international research journals including Applied Linguistics, Language and Education, and International Journal of Bilingual Education and Bilingualism. She also created the TL-TS Research Channel on Youtube and has published 18 videos (2018-2020).

Dr. Saskia Van Viegen is an Assistant Professor in the Department of Languages, Literatures and Linguistics at York University, Canada.  Her research focuses on understanding the rich cultural and linguistic resources present in multilingual, multicultural education settings, including approaches to multilingual assessment in education.  Publications from her recent work appear in several edited books and journals, including Canadian Modern Language Review, Language Assessment Quarterly and TESOL Quarterly, and she is co-editor of the book Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education (Lau & Van Viegen, 2020).

Noah is a graduate student in Education at York University. His thesis concerns itself with examining conceptions of mindfulness in the field of Education. Outside of school and research assistantships, Noah finds himself writing poetry, reading, and delving into fields outside of Education.

Zoe Kourtis is a master’s student in Applied Linguistics. Her research interests include bilingual/multilingual approaches to assessment, immigrant education policy, and corrective feedback in language teaching. Currently, she is working as a graduate research assistant for York University within the department of Languages, Literatures and Linguistics. She has earned her Bachelor’s in Cognitive Science of Language at McMaster University and her TESL at Humber College. She hopes to pursue a career in teaching ESL at the college or university level.

Pedro dos Santos is a Ph.D. Candidate in the Faculty of Education, Simon Fraser University, Canada, and a lecturer of Portuguese in the Faculty of Arts, University of British Columbia, Canada. His doctoral research examines the academic experiences of Latin American students in Canadian universities. A language educator for many years, his research interests are academic literacies, translanguaging, transemiotizing, and the intersection between race and language.