Educational linguistics has many faces, embodied by thousands of researchers around the world. Whether scholars use similar or divergent terminology, it can be difficult to discern the contours of how concepts are taken up across and even sometimes within contexts. The interpretation of theoretical constructs requires a contextual articulation in relation to history: Where have theoretical constructs come from? How do they manifest? And, where might they lead us? This book aims to bring to life issues and perspectives regarding multilingualism and education that have emerged in specific contexts and through varied lived experiences. Taking a biographical approach, through the individual trajectories of contributing researchers, allows us to better understand how our epistemologies shape the way we mobilize concepts.