Andrea Honigsfeld is Associate Dean in the Division of Education at Molloy College, Rockville Centre, New York. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology, and action research. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult), an English-as-a-second-language teacher in New York City (Grades K–3 and adult), and taught Hungarian at New York University.

She was the recipient of a doctoral fellowship at St. John's University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. Her coauthored book Differentiated Instruction for At-Risk Students (2009) and coedited book Breaking the Mold of School Instruction and Organization (2010) are published by Rowman and Littlefield.

Maria G. Dove is Assistant Professor in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches courses to preservice and inservice teachers in the graduate education TESOL program. Having worked as an English-as-a-second-language teacher for over 30 years, she has provided instruction to English language learners in public-school settings (Grades K–12) and in adult English language programs in Nassau County, New York.

During her years as an ESL specialist, she established co-teaching partnerships, planned instruction through collaborative practices, and conducted ESL co-taught lessons in general-education classrooms with her fellow K–6 teachers. She has served as a mentor for new ESL teachers and coaches both ESL and general-education teachers on co-teaching strategies. She has published several articles and book chapters on her experiences with co-teaching, differentiated instruction, and the education of English language learners. She regularly offers professional-development workshops regarding the instruction of English language learners to local school districts as well as at state and national conferences.