Ernesto Macaro is Emeritus Professor of Applied Linguistics at the University of Oxford in the Department of Education. His current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms or in classrooms where English is the Medium of Instruction. He has published widely on these topics Macaro, E. (2018) English Medium Instruction: Language and content in policy and practice. Oxford University Press Macaro, E. (2019) Exploring the role of language in English Medium Instruction. International Journal of Bilingual Education And Bilingualism. https://doi.org/10.1080/13670050.2019.1620678 Macaro, E. & Tian, L. & Chu, L. (2018) First and second language use in English Medium Instruction Contexts. Language Teaching Research, 1 -21. DOI: 10.1177/1362168818783231 Macaro, E. (2022) EMI what do we already know and what do we still need to find out. Language Teaching. doi.org/10.1017/S0261444822000052 An, J, & Macaro, E. (2022) Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: The beliefs of students and their monolingual teachers. Language Teaching Research. DOI:10.117713621688221075786

Anthony J. Liddicoat is Professor in the Department of Applied Linguistics at the University of Warwick and Adjunct Professor in Justice and Society at the University of South Australia. His research interests include issues relating to the teaching and learning of intercultural capabilities in language education and language policy and planning and he has published widely in each of these areas. He has been co-convenor of the AILA Research Network Intercultural mediation in language and culture teaching and learning/La médiation interculturelle en didactique des langues et des cultures and Executive Editor of Current Issues in Language Planning and Co-editor of the book series Language and Intercultural Communication in Education (Multilingual Matters). His recent books include Teaching and learning second language pragmatics for intercultural understanding (2022, Routledge, with Troy McConachy), Introduction to conversation analysis (2021, Bloomsbury), Routledge international handbook of language education policy in Asia (2019, Routledge) Language policy and planning in universities: Teaching, research and administration (2017, Routledge).

Yasu-Hiko Tohsaku (Ph.D. in linguistics, University of California, San Diego) is Professor and Language Program Director at School of Global Policy and Strategy, University of California, San Diego. His current research interests are second language acquisition, language pedagogy, and language assessment. His publications include “Yookoso!: Invitation to Contemporary Japanese”, “Yookoso!: Continuing with Contemporary Japanese” (McGraw-Hill 2006), “Doraemon no Dokodemo Nihongo (Japanese Language Learning Anywhere by Draemon)” (coauthor 2009), and “Gakushu no Meyasu (Curriculum Guidelines of Chinese and Korean Instruction in Japanese High Schools)” (co-author, The Japan Forum 2012), “Japanese Language Instruction: 77 Tips Series” (co-general editor, Kuroshio Shuppan 2012-) and “Japanese Language Education x ICT” (supervising editor, Hitsuji Shobo 2019). In “Nippon 3.0 no Shohosen (Prescription for Japan 3.0) “(Kodansha 2013), he proposed a new approach to language teaching and in his upcoming publication, “Social Networking Approach to Japanese Language Teaching: Intersection of Language and Culture in the Digital Age”, (co-editor, Routledge), he explores this new approach. He was formerly President of Association of Teachers of Japanese and American Association of Teachers of Japanese, and a board member of Joint National Committee on Languages in the United States. He is currently the Japanese representative to the Executive Board of the National Standards (World-Readiness Standards) Collaborative Project in the United States, President of the International Association of Computer-Based Japanese Instruction, and a board member of Japanese Council on the Teaching of Foreign Languages (JACTFL) in Japan.

Dr. Xiaohong ‘Sharon’ Wen is a Professor of Applied Linguistics and Chinese Language Acquisition. She is the founding director of Chinese Studies at the University of Houston. Dr. Wen has conducted a series of empirical studies from both the quantitative and qualitative perspectives, addressing L2 learning motivation, L2 Chinese acquisition, interlanguage pragmatics, heritage language, and research-based instruction. Her L2 Chinese motivation instruments have been widely adopted in L2 research including English, Spanish, Arabic, and Chinese languages. Practically, her research findings bear on issues such as learner factors and learning processes and strategies. Her recent publications include five (5) books in addition to forty (40) articles in peer-reviewed journals. Her empirical studies have been reprinted and translated into Korean and Chinese. She is the Principal Investigator for major federal and internal grants. Currently, she is serving on five (5) editorial boards of journals in the USA and China, the Cochair of the Development Committee of AP Chinese and Culture test, and the Vice Chair of the Board of the Association of L2 Chinese Linguistic Theories and Education Research. She also served on the national and international boards of directors including CLTA-US, IACL, and the International Society for Chinese Language Teaching.