Dr. Wiebke Scharff Rethfeldt is a full Professor of Speech and Language Therapy and director of Therapeutic Sciences in SLT program at the Hochschule Bremen – City University of Applied Sciences, Germany. She received her professional certificate in Logopedics at the Hannover Medical School and has clinical experience in assessing and identifying developmental language disorders in monolingual and multilingual children from diverse cultural backgrounds. She achieved her Masters at Newcastle University and completed her doctorate at Oldenburg University. Her teaching and research interests focus on clinical assessment of DLD in multilingual children with or without migration or refugee background. She has been serving as the Chair of the MMAC, organized the 5^th IALP International Composium on Communications Disorders in Multilingual-Multicultural Populations and initiated the international survey of speech language therapists / pathologists about their assessment for developmental language disorder in multilingual children. In 2022, she was appointed Vice-President for Communication and currently serves on the Executive Committee of the IALP.

Sini Smolander has clinical experience in assessing and identifying developmental language disorders in monolingual and multilingual children as a member of multidisciplinary team at the Helsinki university hospital clinic. Sini has experience in working with interpreters and developing assessment in collaboration with them. Sini is a PhD candidate and researcher in the Helsinki longitudinal SLI study (HelSLI), which consists of five subprojects (genetic, EEG, cognitive, psychosocial and bilingual) and investigates developmental Language Disorder (DLD) at multiple levels of analysis. She is especially involved in HelSLI-bilingual, which investigates how bilingual children with DLD differ from their peers at the etiological (genetic and environmental), neural, cognitive, and behavioral levels of analysis, what are the risk and protective factors and how DLD children could be diagnosed more reliably. Sini is a part-time university teacher at the University of Eastern Finland and a Finnish delegate in the ESLA (European Speech Language Therapy association).

Julie Marshall is a Professor of Communication Disability, at Manchester Metropolitan University, UK and a Speech and Language Therapist by background. She researches and teaches about supporting people who experience communication disability and their families/community. Julie works mainly in under–resourced contexts.  She also carries out research to increase understanding how diversity, in all its forms, affects the experience of communication disability and appropriate support needs/ provision. Julie has worked for over 30 years in the UK and in sub-Saharan Africa, supporting the education of SLTs, other professionals and community members, carrying out research and clinical work, building research and service delivery capacity, and preparing Allied Health Professionals to work in Low- and Middle-Income countries and in the UK.

Dr. Angel Chan is Associate Professor and founding member at the Speech Therapy Unit of Department of Chinese and Bilingual Studies at the Hong Kong Polytechnic University. Her training includes speech pathology, linguistics, and psycholinguistics. She is collaborating with colleagues from the European bilingual Specific Language Impairment (biSLI) community to study bilingual children in Hong Kong, Mainland China, Pakistan, and most recently India, and her team has adapted some assessment tools from the COST-Action-LITMUS initiative into Cantonese, Mandarin, Kam and Urdu.

Dr. Jisook Park is an Assistant Professor in the Department of Communication Sciences and Disorders at the University of South Florida and the director of the Child Language and Bilingualism Laboratory (CLBL). Her research interests focus on understanding the underlying mechanisms of language disorders and improving diagnostic accuracy in monolingual and bilingual children. She specializes in developmental language disorder with an emphasis on cognition and bilingualism.