Speaking on Inquiry:
Anne Katz has worked for over thirty years in second language education with a focus on assessment, curriculum design, and standards development. Her publications have centered on classroom uses for assessment, the development of academic English, the application of standards, and effective classroom practices for English language learners. Her most recent project has focused on the pedagogical language used by teachers in the language classroom as a basis for teacher professional development materials. As a teacher educator, she promotes linkages between research and school contexts to support active and collaborative professional development. Anne teaches courses in learner assessment for The New School’s MATESOL program, New York, NY.
Speaking on Equity:
Giselle Lundy-Ponce has been working in the field of primary and secondary education policy, legislation, and advocacy for the last twenty-three years. Currently, with the American Federation of Teachers’ Office of the Executive Vice-President, she works on issues affecting all member constituencies of the American Federation of Teachers (AFT) in addition to leading the AFT’s work on English language learners and Hispanic student achievement. In her work, she meets with policymakers and high-ranking government officials to influence and craft policy, legislation, and programs affecting educators and students in elementary and secondary schools. Giselle is also responsible for making sure the needs and voices of ESL and bilingual education teachers and other educators working with English language learners reach the ears of the government officials and leaders in charge of national policy, programs, and laws. She has served as an education policy analyst, school evaluator, director of a citywide school and community-based organization volunteer program, and managed alternative education programs for disadvantaged youth.
Speaking on Professionalism:
Ahmar Mahboob teaches linguistics at the University of Sydney, Australia. Ahmar has a keen interest in critical language variation and its implications for education for a range of educational, social, professional, and political issues. He is a co-editor of TESOL Quarterly