Melissa Baese-Berk (University of Chicago) is Professor of Linguistics at the University of Chicago, where she directs the Speech Perception and Production Lab. Her research focuses on phonetics, phonology, and psycholinguistics, examining how speech perception and production interact, particularly in second-language acquisition. Baese-Berk’s work has been published in leading journals such as Journal of Phonetics, Journal of the Acoustical Society of America, Psychonomic Bulletin & Review, and Applied Psycholinguistics, where she also serves as Editor-in-Chief.

Bram Bulté (Council of the European Union & Vrije Universiteit Brussel) is a linguist at the Council of the European Union and a visiting professor affiliated with the Centre for Linguistics (CLIN) at Vrije Universiteit Brussel (VUB). His research focuses on second language acquisition, with particular emphasis on linguistic complexity, accuracy, and fluency in language development. Bulté has contributed to the field through publications in journals such as Language Learning, Journal of Second Language Writing, and System.

Vincent DeLuca (UiT The Arctic University of Norway) is Professor of Linguistics at UiT The Arctic University of Norway, where he leads the Brain Domain in the Center for Language, Brain and Learning (C-LaBL). His research investigates how bilingual language experiences shape the brain and cognition over time and is anchored in the UBET (Unifying the Bilingual Experience Trajectories) framework, a comprehensive model that maps how specific factors, such as language use, switching, proficiency, and duration, individually and interactively drive neurocognitive adaptation. DeLuca work has been published in leading journals such as Proceedings of the National Academy of Sciences (PNAS), Cerebral Cortex, NeuroImage, and the Journal of Neurolinguistics.

Emma Marsden (University of Oxford) is Professor of Language Education at the University of Oxford, where she specializes in instructed second language acquisition. Her work focuses on the learning, teaching, and testing of morphosyntax, input processing, the roles of different knowledge types, and attitudes to language learning in instructed contexts. Marsden’s work has been published in leading journals, including Studies in Second Language Acquisition, Applied Psycholinguistics, The Modern Language Journal, and Second Language Research. She served as an editor of Language Learning (2015–2022). Marsden also (co-)directs international initiatives to facilitate open scholarship, including IRIS for materials and data (iris-database.org) and OASIS for accessible summaries (oasis-database.org).