University of Vienna, Austria
Christiane Dalton-Puffer is professor of English Linguistics at the University of Vienna and co-affiliated to the University’s Centre of Teacher Education. She has worked on Medieval English and word-formation, but today both her teaching and research interests are in educational linguistics. Her main research interests today are classroom discourse and the use of English in Content-and-Language Integrated Learning. She has published numerous articles on the subject and is the author of Discourse in CLIL classrooms (Benjamins, 2007) as well as co-editor, with T. Nikula, and U. Smit of Language use and language learning in CLIL (2010). She has a special interest in crossing disciplinary borders to convince educators of the relevance of language matters for learning.
University Warwick, United Kingdom
Ministerio de Educación del Chubut, Argentina
Dr Darío Luis Banegas is a teacher educator and curriculum developer at the Ministerio de Educación del Chubut, Argentina, and an associate fellow with the University of Warwick, UK. He is the coordinator of an initial English language teacher education programme and lectures on ELT Methodology, Linguistics, Sociolinguistics, and Educational Research. He is the founding editor of the Argentinian Journal of Applied Linguistics and is an active member of teacher associations in his region and Argentina. As a visiting lecturer, he works with teachers across Latin America and Spain. In Argentina, he also leads continuous professional development courses for teachers interested in CLIL at secondary school level. With the British Council, Darío promotes teacher research engagement with a particular focus on action research. His research and reflections appear regularly in international journals and edited collections. In 2017, he published a book with Bloomsbury and is currently working on a second volume.
University of Florida, United States of America
President of TESOL International Association
Ester J. de Jong is Professor in ESOL/Bilingual Education, and the Director of the School of Teaching and Learning at the University of Florida, Gainesville, Florida, USA.
She teaches courses in ESOL/bilingual education and in curriculum, methods, and assessment for English speakers of other languages. Her research focuses on bilingual education, language-in- education policy, and mainstream teacher preparation for bilingual students. Her book “Foundations for Multilingualism in Education: From
Principles to Practice” (Caslon Publishing, 2011) addresses policies and practices of responding to increasing linguistic diversities in schools. She is currently co-PI for a Center of Excellence in Elementary Teacher Preparation grant.
She is currently President of TESOL International Association.
Harvard University, United States of America
She has decades of teaching experience in ESOL. Currently at the Bridge Program, at Harvard University’s Center for Workplace Development, she teaches ESOL , coaches teachers, and leads their Smart Learning initiative. As a teacher trainer, Sarah has led professional development workshops throughout the United States and Latin America on topics such as brain-based teaching practices, self-directed learning, the multilevel classroom, learner persistence, and 21st Century Skills. As a curriculum developer, Ms. Lynn has contributed to numerous Pearson ELT publications, including Business Across Cultures, Future, Future U.S. Citizens, and Project Success. Sarah holds a master’s degree in TESOL from Teacher’s College, Columbia University