Jennifer Schumm Fauster is a senior lecturer in the Department of English Studies at the University of Graz. She teaches English language and ELT methodology courses. In addition, she is a teacher trainer at Pädagogische Hochschulen (Univer-sity Colleges of Teacher Education) in Austria. Her main areas of interest are using young adult literature in the language classroom, intercultural communication and writing in the L2 context. She is the academic coordinator of the European Joint Master’s Programme in English and American Studies.

Ulla Fürstenberg is a senior lecturer in the Department of English Studies in Graz, where she teaches English language and ELT methodology classes. Her research interests include (teacher) language awareness and the integration of content and language in higher education. She has taught professional development courses on teaching in English for lecturers at different universities and seminars on L2 writing at Pädagogische Hochschulen (University Colleges of Teacher Education). She has recently contributed teaching materials to an Austrian coursebook series.

David Newby was, until his retirement, Associate Professor of English Language Didactics and Applied Linguistics at the University of Graz and subsequently Ad-junct Professor of Language Didactics at the University of Bergen, Norway. He is currently consultant to the European Centre for Modern Languages (ECML) of the Council of Europe. His main areas of interest are pedagogical grammar, cognitive approaches to second language acquisition and learner and teacher competences. In addition to academic publications, he has written school textbooks, grammar books, dramas and short stories.

Michael Phillips is a senior lecturer in the Department of English Studies at the University of Graz, where he teaches courses on academic writing, English for Spe-cific Purposes (ESP), marketing, commercial English and other topics. He also teaches at various universities of applied science in topics such as critical thinking, professional presentation skills, intercultural communication, ESP and others.

Birgit Phillips has worked in higher education for the past 15 years, both nationally and internationally. She serves as the Austria Director of the STAR Scholars network and is the Scientific Director of the Higher Education Didactics Program at the FH JOANNEUM. Recently, she joined GLACIER as a Chief Learning Officer where she is in charge of designing learning experiences that help companies manage climate change impacts.

Andrea Kettemann is a secondary school teacher of English and history, social studies and political studies at Graz International Bilingual School (GIBS) in Graz and head of the English department at her school. She is also involved in the school development group at GIBS. In addition, she teaches courses at the Pädagogische Hochschule Steiermark (University College of Teacher Education Styria) for future teachers of English.

Nicole Hofstadler-Neuwirth teaches English, history in English (CLIL), and speech and debate at a secondary school in Graz, Austria. She is currently involved in an applied research project on technology and the use of new digital methods in the foreign language classroom. She also teaches courses at the Pädagogische Hochschule Steiermark (University College of Teacher Education Styria) for future secondary educators.

Petra Kletzenbauer is a university lecturer of English for Specific Academic Pur-poses (ESAP) and Academic Writing at FH JOANNEUM University of Applied Sci-ences. She also teaches EFL at a Montessori school. Her research interests include Integrating Content and Language in Higher Education (ICLHE) and English for Specific Purposes (ESP). In addition to teaching, Petra also has expertise in training and advising teachers and faculties on issues related to ICLHE.

Amy Müller-Caron teaches English, art, as well as health and home economics at a secondary school in Styria. She is head of the English Department at her school and is also on their quality management and development teams. She mentors student-teachers and has over 20 years’ experience in ELT. In addition, she has been a lec-turer at the Pädagogische Hochschule Steiermark (University College of Teacher Education Styria), where she has taught a variety of ELT courses and seminars for primary and secondary school language teachers.

Karin da Rocha is a secondary school English and German teacher and a senior lecturer at the English Department at the University College of Teacher Education Styria. She teaches didactics and methodology classes as well as courses on chil-dren’s and young adult literature and American youth culture. Her main areas of interest include utilizing fantasy literature, Hip-Hop and teen movies in the EFL classroom, as well as Arts-Integrated Teaching and Content and Language Inte-grated Learning (CLIL).

Sonja Hermann is a secondary school teacher in Graz. After finishing her studies of English as well as geography and economics at the University of Graz, she be-came part of the founding team of Graz International Bilingual School (GIBS), where she has been teaching and working in various areas ever since. Inspired by the teaching methods at her son’s primary school, she introduced and developed Open Learning (OL) at GIBS together with her colleague Michaela Blumrich, in or-der to enhance individualized learning in their geography and economics lessons.

Michaela Blumrich teaches geography and economics as well as English at a sec-ondary school in Austria. Together with her colleague Sonja Hermann, she has de-veloped an individualized, learner-centered method of teaching geography and economics called Open Learning (OL). She is currently enrolled in the extension curriculum ‘Sustainable Development and Energy Management’ at the University of Klagenfurt, with the goal to implement environmental education in her teaching.

Mia Schweighofer is a lecturer at the Department of English Studies at the Univer-sity of Graz, where she teaches integrated language skills, academic writing, and English for professional use. She has taught courses in scientific communication at the TU Graz and English for teachers at the Pädagogische Hochschule Steiermark (The University College of Teacher Education Styria). Prior to teaching in Austria, she was a language teacher at a middle school in New York, USA.

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area. She has served as Principal Investigator on several funded re-search projects. In 2018, she was awarded the Robert C. Gardner Award for excel-lence in second language research by the International Association of Language and Social Psychology (IALSP).

Elisabeth Pölzleitner teaches English at a secondary school in Austria and she is a lecturer at the University of Graz and the Pädagogische Hochschule Steiermark (University College of Teacher Education Styria), where she teaches a variety of ELT methodology classes and in-service seminars for language teachers. Her main ar-eas of interest are extensive reading, brain-friendly language teaching, creative ap-proaches to writing, cognitive-communicative grammar and the use of technology in language teaching. She also runs a popular website (www.epep.at) with materials and ideas for creative language teachers.

Alia Moser teaches English, German, history, and Business Behavior (BB) at a sec-ondary business school in Lower Austria. She earned her Ph.D. at the University of Graz, researching mediating factors impacting students’ engagement with written corrective feedback. She is the author of Written Corrective Feedback: The Role of Learner Engagement (2020, Springer). Her research interests lie in student engage-ment, written corrective feedback, and Content and Language Integrated Learning (CLIL) in secondary education. Her current research focuses on students’ varying motivation during various tasks (e.g., individual, pair or group work) in a classroom setting.

Julia Prohaska is a staff member of the department for IT-Didactics at the Austrian Federal Ministry of Education, Science and Research. Prior to that, she worked as a teacher for English, biology and Digitale Grundbildung (basic digital literacy) at a secondary school in Lower Austria. She holds in-service seminars at the Pädagog-ische Hochschule Niederösterreich (University College of Teacher Education Lower Austria) with a main focus on digital competencies and the use of technology in foreign language teaching. Furthermore, she is involved in designing and tutor-ing online trainings for teachers at Virtuelle PH. She has contributed to initiatives by the Federal Ministry of Education, Science and Research in the field of digital competencies of teachers (digi.kompP, digi.checkP).

Marlene Miglbauer is an associate professor in English Applied Linguistics and elearning at the University College of Teacher Education Burgenland. From 2018 until 2020, she was also the head of the National Centre of Competence Virtuelle PH. Her research interests include language and power in political discourse, prag-matics in social media discourse, as well as extramural English and autonomous learning in higher education. She is co-author of digi.kompP, the framework of dig-ital competencies for teachers in Austria, and Discourses of Brexit, published by Routledge.

Nancy Campbell was a senior lecturer in linguistics and English language in the Department of English Studies at the University of Graz until her retirement in 2018. She taught English in a school in Scotland before coming to Austria to teach, firstly, at the University of Klagenfurt and then at schools in Mistelbach (Lower Austria). She started teaching at the University of Graz in 1986, and held in-service sessions for teachers for many years. She was also the department coordinator of an inter-national joint master’s programme.

Andreas Kaplan is a secondary school teacher for English and chemistry in Styria. In addition, he is a teacher trainer at Pädagogische Hochschulen (University Col-leges of Teacher Education) in Austria and one of the authors of the way2go! course-book series for Austrian academic upper secondary schools. He has contributed to several initiatives and publications by the Austrian Ministry of Education dealing with English teaching and testing. His main professional interests are standardized assessment in practice as well as assessment literacy and its benefits for the class-room.

Heidrun Lang-Heran is a secondary school teacher for English and music. In addi-tion, she is a teacher trainer at Pädagogische Hochschulen (University Colleges of Teacher Education) and has worked for publishers for English coursebooks. She has been working in project groups for the Ministry of Education and has recently co-created the new English curriculum for secondary schools in Austria. She is a lecturer at the University of Graz focussing on teaching methodology. Her main interests are creative communicative grammar teaching, using story telling in the ELT classroom; her main focus lies on how to teach the skill ‘speaking’ successfully and sustainably in secondary education.

Anja Burkert is a lecturer of English and French at the University of Graz. She holds a Ph.D. in language teaching methodology and is especially interested in the pro-motion of learner autonomy among her students and the field of English for Aca-demic Purposes (EAP). She obtained a teaching award from her university in 2010. From 2008 to 2021, she was a committee member of the Learner Autonomy Special Interest Group (LASIG) of International Association of Teachers of English as a For-eign Language (IATEFL), where she served as events organiser.

Sybille Paar teaches English at a secondary school in Graz, Austria. She holds a Master of Science degree in E-Learning from the University of Edinburgh. She is currently involved in an applied research project on technology and the use of new digital methods in the foreign language classroom. From 2018 to 2021, she taught ELT methodology courses at the Department of English Studies in Graz. She is es-pecially interested in formative assessment and the development of digital environ-ments for learning.

Elizabeth J. Erling is an educational researcher and teacher educator with over 25 years’ experience in ELT. She has a Ph.D. in Applied Linguistics from the University of Edinburgh. Formerly professor of English language teaching research and meth-odology at the University of Graz, she was recently awarded an Elise Richter Fel-lowship and is leading a research project on understanding the disparities in Eng-lish language education in Austria at the University of Vienna. She is particularly interested in promoting productive classroom talk, using multilingualism as a re-source and supporting equity in (English) language education, with recent publica-tions in this area appearing in journals such as Applied Linguistics, Languages and the International Journal of Multilingualism.

Vida Bicman is a lecturer, research scientist and language coordinator at the Uni-versity of Applied Sciences CAMPUS 02 in Graz. Her interests include English for Specific Purposes (ESP), academic writing and intercultural communication. She has worked as a language travel coordinator in the UK, Ireland, the USA and Aus-tralia as well as a freelance English lecturer at the University of Graz, the University College of Teacher Education, FH Burgenland University of Applied Sciences, FH JOANNEUM University of Applied Sciences and a variety of private companies across Styria.