Joyce Kling, PhD, is an Associate Professor at the Department of English, Germanic, and Romance Studies at the University of Copenhagen. Her research focuses on the multilingual, multicultural classroom, with particular emphasis on foreign language use in English medium instruction (EMI) contexts. She has investigated non-native English speaking (NNS) lecturers’ professional identity in a Danish EMI setting from a teacher cognition paradigm. Since 2009, Dr. Kling has been active on the development and implementation of TOEPAS, the Test of Oral English Proficiency for Academic Staff. She draws on the TOEPAS in relation to her research and professional development training for NNS lecturers. She has published several articles and chapters on EMI and language assessment and is the co-author of English Medium Instruction in Multilingual and Mutlicultural Universities (Henriksen, Holmen and Kling, 2018) and co-editor of Integrating Content and Language in Multilingual Higher Education (Dimova & Kling, forthcoming).

Dr. Kling currently serves on the Board of Trustees of TIRF (The International Research Foundation for English Language Education) and the Board of the ICLHE Association (Integrating Content and Language in Higher Education). She has also been an active member of TESOL Association for the past 30 years and served on the TESOL Board of Directors from 2006-2009.

Emma Dafouz is an Associate Professor in the Department of English Studies at Complutense University of Madrid, Spain. Since the 2000s her research deals with understanding the roles of language in education, both in Content and Language Integrated Learning (CLIL) programs in Spain, and more recently, in English-medium higher education.  Her most recent publication, titled ROAD-MAPPING English-medium education in the Internationalised University (co-authored with Ute Smit), has just been published by Palgrave Macmillan in 2020.

Yolanda Ruiz de Zarobe is full professor of English Linguistics at the University of the Basque Country, UPV/EHU. Her research interests are in the acquisition of English as a third language, multilingualism and Content and Language Integrated Learning (CLIL). Her work has appeared in books, edited books and international journals. In 2011 she was awarded a national prize by the Spanish Association of Applied Linguistics for the publication Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (Peter Lang, 2011, with Juan Sierra and Francisco Gallardo del Puerto). In 2018 she co-edited with Roy Lyster two special issues for the International Journal of Bilingual Education and Bilingualism on CLIL and Immersion settings: Instructional Practices and Teacher Development.

She is a member of the editorial board of several journals, such as the International Journal of Bilingual Education and Bilingualism and the Journal of Immersion and Content-Based Language Education. She has given invited talks and keynote speeches at universities and conferences in Europe, the USA and Asia.    

Sarah Hillyard is currently based in Buenos Aires, Argentina, and holds a Masters Degree in Teaching English to Young Learners from the University of York, U.K. She has been teacher and coordinator at pre-primary level and is now ELT academic consultant for bilingual schools. She is tutor on NILE’s online course “Teaching English in Pre-Primary Education” (UK). She delivers webinars and face-to-face talks at conferences and schools and has published articles focusing on teaching English to very young learners. She spent two years travelling as an actress with The Performers (TIE – Theatre in Education) and is now the company’s English diction coach and consultant. She is a teacher trainer and writer, currently developing a pre-primary course and a primary course as author and series consultant for Pearson Argentina.