Jim Cummins, Ph.D.
University of Toronto

Jim Cummins is a professor and Canada Research Chair in the Department of Curriculum, Teaching and Learning of the University of Toronto. Dr. Cummins received his Ph.D. from the University of Alberta, Canada. His research focuses on literacy development in multilingual school contexts as well as on the potential roles of technology in promoting language and literacy development. In recent years, he has been working actively with teachers to identify ways of increasing the literacy engagement of learners in multilingual school contexts.

Lily Wong Fillmore, Ph.D.
Professor Emerita,
University of California at Berkeley

Since Lily Wong Fillmore retired from the University of California’s Berkeley faculty several years ago, she has delved deeply into the question of why so many language minority students have difficulty getting beyond the most basic levels of reading proficiency. She has been working with former English learners to discover what stands in the way of their developing the language skills and reading facility and fluency required for text understanding. Her present research efforts focus on discovering how academic English works in school texts, and on how teachers can support their students’ development of such language through literacy.

Jill Kerper Mora, Ed.D.

“Reclassification is seen as the point at which we can safely say that a lack of English proficiency and/or skills in academic English are no longer an inhibiting factor or an obstacle in a student’s continued academic progress.”

Georgia Earnest García
Associate Professor of Curriculum and Instruction
College of Education of the University of Illinois at Urbana-Champaign.

Dr. García is a recipient of the Council of Graduate Students in Education Faculty Award for excellence in graduate teaching, advising, and research. She has held appointments in the Bureau of Educational Research (1993–1996) and in the Department of Educational Policy Studies (1993–current). She was also Senior Scientist at the Center for the Study of Reading (1988–1994).

Dr. García’s research program focuses on the literacy acquisition, instruction, and assessment of students who traditionally are not well served by American schools. The specific goals of her research are to understand student reading performance, to investigate the influence of instructional and assessment factors on student performance, and to identify changes on instruction and assessment that could improve student performance. Her research takes into account linguistic and social factors, the perspective of a particular group, and the socio-cultural context in which the literacy event occurs.

She has written numerous articles on the literacy development, instruction and assessment of students from diverse linguistic and cultural backgrounds, with a special interest in bilingual literacy, chapters in books, and books like Reading Difficulties, Instruction, and Assessment.