# data[].attributes.body
This is an Instagram account that accepts anonymous reports of racism experienced in North Dakota Schools to raise awareness, that hopefully leads to anti-racist action!

# data[].attributes.attachment_link.title
Global Citizenship Education_ Language, Service and Justice in TESOL_Share.pdf

# data[].attributes.attachment_link.title
English for Global Citizens_ Enacting Agency for Positive Social Change_Share.pdf

# data[].attributes.attachment_link.description
Twitter page opens in new window Instagram page opens in new window Facebook page opens in new window

# data[].attributes.body
Students work with one another and their teacher to identify problems in the world around them. They imagine how they can solve the problems, they do something about it, and then they share the results. This site includes guides for instructors to help you implement a design for change project with your learners.

# data[].attributes.attachment_link.readable_text
Powered by the principles of design thinking, Design for Change offers a simple 4 step framework FIDS (Feel-Imagine-Do-Share)- to unleash the I CAN superpower in every child.

Using this framework, children are encouraged to 'FEEL' (observe and identify any situation that bothers them), 'IMAGINE' (brainstorm a way to make it better), 'DO' (work in teams to implement their solution) and finally, 'SHARE' (their solution of change with the world) to inspire others to say, 'I CAN'!

# data[].attributes.attachment_link.description
Powered by the principles of design thinking, Design for Change offers a simple 4 step framework FIDS (Feel-Imagine-Do-Share)- to unleash the I CAN superpower in every child.

# data[].attributes.headline
10 Speaking Activities based on TED Talks

# data[].attributes.subject
10 Speaking Activities based on TED Talks

# data[].attributes.attachment_link.title
10 Speaking English Activities using TED.com

# data[].attributes.attachment_link.description
Many English Language teachers, when deciding to work with a video clip in their classrooms, make a false assumption that for an activity to be considered as really teaching, then prior to showing it, they'd better sit down for a few hours, prepare an extensive worksheet filled with vocabulary and grammar questions and what-not...in order to turn it into a good pedagogical exercise, you know to ensure it's really not just glorified babysitting.

# data[].attributes.body
Students compile and publish a showcase of artwork and nonfiction writing addressing a global issue found in the central text. The result is a creative representation of student learning, opinions and ideas.

# data[].attributes.attachment_link.readable_text
What?

Students compile and publish a showcase of artwork and nonfiction writing addressing issues found in the central text. The result is a creative representation of student learning, opinions and ideas.

Two to three weeks

Community newsletters encourage students to use nonfiction writing to voice their opinions and spread awareness about social justice issues impacting their communities. The act of creating and publishing the newsletter gives students a deeper understanding of the connection between literacy and social action.

How?

Get Ready

1. Determine what kinds of nonfiction writing students have studied.

2. Explore nonfiction formats such as "how to" writing, expert articles, persuasive essays, interviews and book reviews.

3. Gather resources and examples of newsletters as models.

4. Determine how to assign newsletter contributions and group contributors. The material may be produced as a class, individually, in pairs and in small groups.

Get Set

1. Introduce students to the Do Something Student Planning Guide. Instruct them in mapping the steps necessary to complete the newsletter.

2. Share the sample rubric or adapt it into a checklist. Refer to the rubric to define expectations before students begin working.

3. Brainstorm topics that connect to central text.

4. Determine the audience for the community newsletter (other classes, other grades, families, larger school community, outside community members, etc.). Talk to students about their intended audience.

5. Instruct students to choose nonfiction writing and art styles for their contributions.

6. Direct students to plan and draft their art and written work. Allow time for feedback, revisions and finalization.

7. Have students choose a newsletter format. Students can print and lay out their work, or use computer templates such as those found in Microsoft Word or Pagemaker.

Go!

1. Copy and distribute completed newsletters to other classes, other grades, families, the larger school community and outside community members.

2. Arrange an in-class "publishing party" during which students unveil their newsletter and read one another's contributions. Invite your intended audience when possible.

Reflection

1. Students can give each other feedback orally or on sticky notes during the publishing party.

2. If you adapted the rubric, students can self-assess their own work using the checklist.

English language learners

English language learners can benefit from this task by working cooperatively with others, practicing sharing their ideas orally and learning from others' use of language. Including visual artwork also provides English language learners a mode other than writing though which to creatively express their knowledge, ideas and opinions.

Connection to anti-bias education

Sharing a community newsletter shows students they have the power to inform and call others to action.

# data[].attributes.attachment_link.description
Students compile and publish a showcase of artwork and nonfiction writing addressing issues found in the central text. The result is a creative representation of student learning, opinions and ideas. Two to three weeks Community newsletters encourage students to use nonfiction writing to voice their opinions and spread awareness about social justice issues impacting their communities.

# data[].attributes.attachment_link.title
Transcript of "4 steps to ending extreme poverty"

# data[].attributes.attachment_link.description
TED Talk Subtitles and Transcript: Approximately 700 million people worldwide currently live in extreme poverty, a state of severe financial and social vulnerability that robs many of hope and dignity. BRAC, the world's largest NGO, began a sustainable, multifaceted intervention called the Graduation approach in 2002.

# data[].attributes.body
Students identify and investigate a community problem and propose a solution. They then plan and implement action directed at solving the problem.

# data[].attributes.attachment_link.readable_text
What?

Students identify and investigate a community problem and propose a solution. They then plan and implement action directed at solving the problem.

Estimated time

Why?

Service learning allows students to identify a problem within their community and apply academic, social and personal skills to garner real results. When students are empowered to think about their communities through a social justice lens, they may spot areas of need that they hadn't before considered. Service learning promotes positive group interactions, problem-solving skills and conflict resolution and encourages students to consider their roles in society.Connecting service learning to a theme or issue, like those found in Perspectives central texts, is shown to have a larger impact on youth than service learning conducted in isolation or when context is not provided.

How?

Get Ready

1. Prepare a list of local agencies or school clubs that could serve as partners in this task. Do service-learning projects already exist in your school or community that students could join?

2. Do some groundwork before involving students. Identify available resources. Consider transportation needs, chaperones and permission you will need from parents to leave school grounds. Make sure you get all necessary authorizations from your administrator.

3. Read about how service learning can challenge prejudices about people or groups in need:

4. Research service learning planning tools and choose a project that best meets the needs of your class.

Get Set

1. Provide students with information about supplies, work schedules and due dates. Use the rubric to define expectations and project components and to clarify how you will assess student work.

2. Decide ahead of time how many hours/days out of class you and your students are realistically able to put toward this task. Let students know this time constraint from the start. For instance, you may say:

"For our next field trip we will 'Be the Change.' We will plan a day of service and community action. We will spend four hours that day making a difference in our community."

"Our Do Something project is called 'Be the Change.' Over the course of this semester, I expect you to contribute a total of 10 hours of your time making a difference in the community."

3. Lead a discussion that applies themes from the central text(s) to real-world contexts. What connections can be made between the text and issues in your local community? Guide the discussion to help students identify current problems, issues or areas of need.

4. Once issues have been identified, define "community partners." Help students realize that partners may be the people they are working to help, or organizations already facilitating work in this area. Using the word "partner" helps prevent stereotypes about and encourages learning from the people students may serve.

Go!

1. Decide if the class will tackle a single issue or form separate groups based on different issues. Provide time for students to research the community issue in depth.

2. Ask students to discuss and record answers to these questions:

What specific community need(s) do you want to address?

Why are these issues important?

What new things did you learn from your research?

What solution(s) do you propose?

What specific action(s) can you and your peers realistically take to contribute to the solution?

Who are potential partners in this work?

What do you need to act on your idea(s)?

3. Provide time to meet with each group to discuss its research, proposed action and needs. If roadblocks occur in the planning stages, work with students to develop creative solutions. Listen for stereotyping or misinformation about people your students are helping. When necessary, guide students to greater understanding about the issue or people involved.

4. Go out and serve! Logistics will vary greatly. Develop a solid plan that takes into account time constraints, family permission, transportation, school support, community partners and safety.

5. Create a reflection wall, class scrapbook or blog where students can post photographs and reflections.

Reflection

Use journal writing or Talking Circles to facilitate student reflection both during and after service. Some suggested reflection questions include:

What did you learn about our community through this process? About yourself?

Discuss the effectiveness of using service learning for social justice change.

What about the process stands out for you? What was successful? Frustrating?

English language learners

Working outside the classroom provides "real world" language experiences, which may be positive but feel overwhelming. Before students go into the community, explicitly teach background knowledge and vocabulary related to the issue being addressed and population served. Show photographs of the location students will visit, and label any vocabulary words specific to that location.

Connection to anti-bias education

Service-learning increases student awareness of group, community and personal identity. ⁴ When presented as an opportunity to partner with - rather than "save" - community members, service learning can diminish stereotypes and prejudices about people in need. ⁵ It also encourages students to take action and work towards creating a more just world. ⁶

# data[].attributes.attachment_link.description
Students identify and investigate a community problem and propose a solution. They then plan and implement action directed at solving the problem. Service learning allows students to identify a problem within their community and apply academic, social and personal skills to garner real results.

# data[].attributes.attachment_link.title
Advocacy Action Center | TESOL | International Association

# data[].attributes.attachment_link.description
A Free Resource to Advocate for Your Profession and Your Learners

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Emtithal Mahmoud: A young poet tells the story of Darfur

# data[].attributes.attachment_link.description
Emtithal "Emi" Mahmoud writes poetry of resilience, confronting her experience of escaping the genocide in Darfur in verse. She shares two stirring original poems about refugees, family, joy and sorrow, asking, "Will you witness me?"

# data[].attributes.body
Students create visual artwork combining various images to convey diversity or social justice issues, concerns or themes related to the central text.

# data[].attributes.attachment_link.readable_text
Estimated time

One week

Younger students are still developing early literacy skills and the ability to communicate through writing. Collage is a powerful visual artistic medium through which they can express their ideas, understandings and feelings.

Get Ready

1. Gather magazines, newspapers, catalogs and other recycled images to use.

2. Share examples of and define collages with students.

3. Adapt the sample rubric into a visual checklist. Refer to the rubric to define expectations and components of effective collages before students begin working.

Get Set

1. Verbally introduce students to the preparatory steps included in the Do Something Planning Guide. Instruct them in the process of mapping the steps necessary to prepare their collages.

2. As a class, brainstorm possible content for the collages. Review topics, themes or messages from the text library. List students' concerns and ideas in a location visible to the whole class.

3. Share materials with students. Encourage them to experiment with combining different images based around a text-based theme of their choosing. Help very young students cut out desired images.

4. In addition to recycled materials, students can also add in their own illustrations, words and phrases to emphasize social justice, anti-bias or diversity issues from the central text. Students can also include possible solutions or imagined changes that relate to their concerns.

Go!

1. Instruct students to write a description to accompany their collage and the concern and ideas represented. Alternative, younger students can orally describe their work.

2. Invite visitors to a gallery walk to view the collages. Consider including:

Families

Other classes

Other grades

Members of greater school community

3. Invite visitors to leave comments, connections and questions for the artists on sticky notes.

4. If students feel comfortable, consider displaying the portraits outside of the classroom so other members of the school community can observe students' work.

Reflection

Facilitate a class discussion or assign students to write a journal entry. Possible topics include:

Reflecting on the process of creating the collage;

Describing how their collage connects to central text themes;

Considering how their collage can impact the community;

Envisioning possible solutions to concerns.

English language learners

Collage gives students the opportunity to express issues in a visual appealing format that does not have a heavy language component. The learning modalities of this task are mainly spatial/artistic, intrapersonal, and linguistic.

Connection to anti-bias education

This task allows young students to express their thoughts and feelings about important social justice issues. The visual component of the task allows each student to explore the powerful combination of images and ideas. Students and members of the school community can gain deeper insight into issues students care about by observing each other's work.

# data[].attributes.attachment_link.description
Students create visual artwork combining various images to convey diversity or social justice issues, concerns or themes related to the central text.

# data[].attributes.attachment_link.readable_text
MLEs in U.S. PreK-12 Public Education:
The Every Student Succeeds Act (ESSA), is a statute that funds primary and secondary education in the United States. Learn how to navigate the law.

MLEs in Adult Education
As the largest piece of U.S. federal legislation to address adult education and workforce training, the Workforce Innovation and Opportunity Act (WIOA) provides funding to adult English language learner programs across the United States through its Title II Adult Education and Family Literacy Act (AEFLA). It will help you better understand the law and its impact on adult multilingual learners of English.

# data[].attributes.attachment_link.title
Advocacy Resources | TESOL | International Association

# data[].attributes.attachment_link.description
Supporting the English Language Teaching Field

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
William Kamkwamba: How I harnessed the wind

# data[].attributes.attachment_link.description
At age 14, in poverty and famine, a Malawian boy built a windmill to power his family's home. Now at 22, William Kamkwamba, who speaks at TED, here, for the second time, shares in his own words the moving tale of invention that changed his life.

# data[].attributes.headline
Teaching L2 Oral Skills: Social Justice Focus

# data[].attributes.subject
Teaching L2 Oral Skills: Social Justice Focus

# data[].attributes.body
This is the site that my TESOL students have developed with units on various social justice issues. The instructional focus is to develop speaking, listening, and pronunciation skills. Try the lessons out - adapt as needed.

# data[].attributes.attachment_link.readable_text
This Open Education Resource was designed as part of a TESOL (Teaching English to Speakers of Other Languages) course on Teaching Second Language (L2) Oral Skills taught at the University of Colorado Boulder .

On this site you'll find a variety of thematic units with lesson plans on a range of social justice topics, including: climate justice (living sustainably), criminal (in)justice and wrongful convictions, (D)eaf culture, immigration, bi/multilingual education, refugee education, educational (In)equality, Black Lives Matter & protest movements, and more!

We will continue to add to these modules as part of the TESOL Program at CU Boulder.

# data[].attributes.attachment_link.description
This Open Education Resource was designed as part of a TESOL (Teaching English to Speakers of Other Languages) course on Teaching Second Language (L2) Oral Skills taught at the University of Colorado Boulder .

# data[].attributes.body
An adult education magazine for social justice.

# data[].attributes.attachment_link.readable_text
Forgot your password?

Current Issue

Donate

To make a donation, send a check made out to World Education to 44 Farnsworth Street, Boston, MA, 02210 or click the button below to donate online. Your donation to The Change Agent is tax deductible and greatly appreciated!

Announcements

"We Take Action," the latest issue of The Change Agent co-published with Essential Education, is now available!

(more...)

The recording of Teaching with the Immigrants and Immigration Series (Issues 56-58) webinar is now available! View the recording and slides below.

More big changes! We are making our offerings even more accessible by organizing The Change Agent content to come out more often with more easy-to-use lesson packets and with more beginner-level adaptations. Find out what we have in store!

Copyright © 2023

# data[].attributes.attachment_link.title
The Change Agent | An Adult Education Resource for Social Justice

# data[].attributes.attachment_link.description
Forgot your password? To make a donation, send a check made out to World Education to 44 Farnsworth Street, Boston, MA, 02210 or click the button below to donate online. Your donation to The Change Agent is tax deductible and greatly appreciated!

# data[].attributes.headline
TESOL Statement on U.S. Presidential & Congressional Elections

# data[].attributes.subject
TESOL Statement on U.S. Presidential & Congressional Elections

# data[].attributes.body
The TESOL community embraces key values of diversity, equity, inclusion, and access, alongside professionalism, respect, integrity, and lifelong learning in advocating for policies that uphold and elevate the rights and needs of all learners and their educators, especially those navigating the complexities of language learning. To this end, we will provide the newly elected administration and congressional leaders with priorities for the federal government in supporting MLEs and ELT professionals at all educational levels.

# data[].attributes.attachment_link.title
Statement on U.S. Presidential and Congressional Elections | TESOL | International Association

# data[].attributes.attachment_link.description
As an association representing the English language teaching profession and the multilingual learners of English it serves across the globe, TESOL International Association issues the following statement on the U.S. national elections:

# data[].attributes.attachment_link.description
Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

# data[].attributes.body
TED Ed has lessons made by other educators using videos on many important topics. They include activities and questions, but you can also adapt them and change the questions or build on them. Check it out!

# data[].attributes.attachment_link.description
TED-Ed lessons on all subjects. TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

# data[].attributes.body
This site, https://www.learningforjustice.org/, has a wealth of resources for educators seeking to incorporate justice education into their work!

# data[].attributes.attachment_link.readable_text
Skip to main content

A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

# data[].attributes.attachment_link.description
The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

# data[].attributes.headline
Priorities for the U.S. Administration and 119th U.S. Congress

# data[].attributes.subject
Priorities for the U.S. Administration and 119th U.S. Congress

# data[].attributes.body
Priorities for the U.S. Administration and 119th U.S. Congress in Support of the English Language Teaching Profession and Multilingual Learners of English

# data[].attributes.attachment_link.title
Hindou Oumarou Ibrahim: Indigenous knowledge meets science to take on climate change

# data[].attributes.attachment_link.description
To tackle a problem as large as climate change, we need both science and Indigenous wisdom, says environmental activist Hindou Oumarou Ibrahim. In this engaging talk, she shares how her nomadic community in Chad is working closely with scientists to restore endangered ecosystems -- and offers lessons on how to create more resilient communities.

# data[].attributes.headline
Don't Feel Sorry for Refugees - Believe in Them

# data[].attributes.subject
Don't Feel Sorry for Refugees - Believe in Them

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Luma Mufleh: Don't feel sorry for refugees -- believe in them

# data[].attributes.attachment_link.description
"We have seen advances in every aspect of our lives -- except our humanity," says Luma Mufleh, a Jordanian immigrant and Muslim of Syrian descent who founded the first accredited school for refugees in the United States. Mufleh shares stories of hope and resilience, explaining how she's helping young people from war-torn countries navigate the difficult process of building new homes.

# data[].attributes.body
This brief article from American English (US Department of State) shares resources and activities to promote global citizenship in the language classroom.

# data[].attributes.attachment_link.readable_text
A key component of global citizenship is an awareness of experiences, ways of living, and points of view different from one's own. The English language classroom provides an opportunity for students to practice English language skills while developing this awareness.

In this week's World Tour project, students will select a region, continent, or country to learn more about. Students will conduct research in English and collect information using graphic organizers. They will use the information collected to create a poster or other visual representation. Students will also orally present information about the area they have researched to their classmates. After all presentations are complete, students will have a chance to reflect on the experience by writing a journal entry.

This activity works best with intermediate to advanced students. However, in a mixed-level class, beginner students can be paired with higher-level peers during all parts of the activity.

Reading, writing, speaking, and listening

During this activity, students will be able to complete the following tasks:

Collect information from multiple sources

Complete graphic organizers to organize their ideas

Prepare a visual representation of the information collected

Present about a country or region of their choice

World map or globe, or a list of regions, continents, or countries students will research

Access to the Internet or to a library with information about different countries (one suggested resource is the CIA World Factbook online)

Poster board or poster paper (1 piece per group)

Markers

Scissors

Glue or tape

Notebooks, paper, or index cards for each student

A printer (to include photos, if desired)

Timekeeping device

This activity can be completed in one week, as described below. It can also be extended over a longer period where students complete portions of the work as time permits.

Consider the size of the class and how you will group students for the activity. Ideally, groups should be 4-6 students and have an equal number of students in each group.

1. Create a list of the groups beforehand.

2. Each research group will need a name, perhaps the same as their assigned continent, region, or country.

3. Within each research group, each member should also be assigned a number; for example, in a group of six students, each student would be assigned a number between 1 and 6.

4. If pairing beginner students with a higher-level peer, assign the pair one number. Pairing students together also means that groups that include beginner students will have additional members.

Depending on the number of students in the class, you may wish to assign each group a continent or region rather than individual countries. A smaller class size will have fewer groups, and therefore assigning regions or continents may work best. Assigning individual countries would work better for a larger class with many groups. If access to resources for research is limited, you may wish to assign only areas of the world for which you know information is available.

1. Explain the purpose and steps of the activity to your class by saying, "We are going to complete a research project that will allow us to go on a world tour and learn about areas of the world that are different from where we live. You will work in a group to collect information about a specific part of the world. Then, everyone will have the opportunity to present information about his/her research to others in the class, as well as learn about different places from those in other groups."

2. Tell students their group information and the area they have been assigned to research. If they choose their own location, explain that they will have time to choose once they get into groups.

3. Have research group members gather together and be sure that each student (or, in some cases, pair of students) has been assigned a number for later in the activity. If needed, give students time to choose a location to research.

4. Tell students that they will use a graphic organizer (Appendix A) to collect information about the area of the world they will research. You can copy the graphic organizer onto the board or project it for students to copy into their notebooks, or make copies for students.

5. Explain that students can split up the research task by giving each group member a portion of the information to locate, such as the area's population, demographics, imports and exports, climate, etc. Alternatively, group members can all work together. Regardless, each group member must complete all of the information on the graphic organizer.

6. If needed, demonstrate how to complete a portion of the graphic organizer.

7. Review any Internet research guidelines that students should be aware of, or review any information they may need about using the library.

8. At this point, you can either provide students with time to conduct research and fill in their graphic organizers and then explain the next steps later, or you can continue on to explain each part of the activity before giving students time to research. Depending on your students' proficiency levels and their access to resources, provide at least 1-2 class periods for students to gather information.

9. Once all members in each group have completed their graphic organizers, tell students that they will create a poster about the area of the world that they researched.

10. In addition to creating a poster, groups will need to decide how to verbally present information about the area they have researched to their classmates.

For the presentation portion, a jigsaw activity will be used. Students will learn about the areas that their classmates have researched.

1. Students will form "exploration groups" with the classmates assigned the same number. For example, all of the students assigned number 1 will gather together as one exploration group. All of the students assigned number 2 will form a group, and so on.

2. Exploration groups will walk around the room to each poster. At each poster, the one student who researched the area will present facts gathered by his or her research group to the rest of the students in the exploration group.

3. As they listen, members of the exploration group should write down 2-3 interesting facts they would like to remember about each of the places their classmates researched. These notes will be used later after the rotation is complete.

4. Groups should spend about five minutes at each poster.

5. Once the exploration groups have had a chance to visit each poster and learn about all of the different places that groups researched, they can return to their seats. Each student should have his or her own notes to use for the reflection part of the activity.

1. Tell students that for the next part of the activity, they will use the information they have learned to write a journal entry.

2. For inspiration, have them choose a discussion question from a list. The following questions can be used, or you can create your own list for students. Copy the discussion questions on the board for students to choose from:

What was one thing you learned about today that surprised you? Why was this information surprising? How is it different from our country/city? How do you think this affects the people who live in this place?

Choose one of the places you learned about today that you found interesting. Think about the ways your life might be similar or different if you lived there. Write about what you think your daily life would be if you were living in that place. What would you eat? What jobs might you or your family members do? Would you go to school? What types of problems or opportunities might you have?

Is there a place you learned about today that you would like to visit? What do you think you would see and do there? Imagine you are able to travel to this place. Describe what you think you would see, smell, taste, hear, or touch. What would be happening around you? Where would you go? Who would you like to meet?

Were there any problems you learned about today? How are they affecting people? What can people from different places in the world do to help with these problems?

3. Once students choose a topic, allow them to write freely for at least 30 minutes. Remind students that they should not worry about making the writing perfect, but to just get their thoughts and ideas down on paper. This reflection can take a class period, or could be assigned for homework.

4. After students have had time to write, you can choose from a few follow-up activities:

This week's activity allows students to increase their understanding of different ways of life while practicing language skills. By conducting, presenting, and listening to research, students learn about different areas of the world and how these areas are similar to and different from their own. As students reflect on this knowledge, they start to see the interconnectedness of people around the world and the possible effects of actions they take.

# data[].attributes.attachment_link.title
Teacher's Corner: Building Global Citizens

# data[].attributes.attachment_link.description
A key component of global citizenship is an awareness of experiences, ways of living, and points of view different from one's own. The English language classroom provides an opportunity for students to practice English language skills while developing this awareness. In this week's World Tour project, students will select a region, continent, or country to learn more about.

# data[].attributes.body
Lesson Plan to Adapt: https://docs.google.com/presentation/d/17p_maHmFBlQgffVyEj8MYudyCkFQ2JixYV6yolKc7po/edit?usp=drive_link

# data[].attributes.headline
Dig Deep: Social Justice Standards in Action

# data[].attributes.subject
Dig Deep: Social Justice Standards in Action

# data[].attributes.attachment_link.title
Digging Deep Into the Social Justice Standards: Justice

# data[].attributes.attachment_link.description
Help students recognize both justice and injustice so they can celebrate justice and also call out injustice when they see it.

# data[].attributes.body
A Padlet of resources for teaching about Black history, culture and identity by Back in the Barrio by Banned Knowledge Barrio (on Instagram here.)

# data[].attributes.body
The TESOL Board of Directors convened the Diverse Voices Task Force in July 2019 for the purpose of reporting on the state of diversity, equity, and inclusion (DEI) within the association and making recommendations to enhance DEI within TESOL’s culture and activities.

# data[].attributes.attachment_link.description
At age 14, in poverty and famine, a Malawian boy built a windmill to power his family’s home. Now at 22, William Kamkwamba, who speaks at TED, here, for the second time, shares in his own words the moving tale of invention that changed his life.

# data[].attributes.headline
What Does It Mean to Be a Citizen of the World?

# data[].attributes.subject
What Does It Mean to Be a Citizen of the World?

# data[].attributes.attachment_link.title
What does it mean to be a citizen of the world?

# data[].attributes.attachment_link.description
Hugh Evans started a movement that mobilizes “global citizens,” people who self-identify first and foremost not as members of a state, nation or tribe but as members of the human race. In this uplifting and personal talk, learn more about how this new understanding of our place in the world is galvanizing people to take action in the fights against extreme poverty, climate change, gender inequality and more. “These are ultimately global issues,” Evans says, “and they can only be solved by global citizens demanding global solutions from their leaders.”

# data[].attributes.headline
Teaching Global Citizenship in the Classroom

# data[].attributes.subject
Teaching Global Citizenship in the Classroom

# data[].attributes.body
This brief article shares strategies for developing global citizens through your teaching.

# data[].attributes.attachment_link.description
www.nea.org needs to review the security of your connection before proceeding.

# data[].attributes.body
Lesson to adapt: https://docs.google.com/presentation/d/1e9mxDqIIgIMyGdTGpDEVWn5kc5UKbC4VWP58IpB21n0/edit?usp=drive_link

# data[].attributes.body
StoryCorps is committed to the idea that everyone has an important story to tell and that everyone’s story matters. Our mission: to help us believe in each other by illuminating the humanity and possibility in us all — one story at a time.

# data[].attributes.attachment_link.description
Stories from people of all backgrounds and beliefs

# data[].attributes.body
CRT is not a diversity and inclusion “training” but a practice of interrogating the role of race and racism in society that emerged in the legal academy and spread to other fields of scholarship.

Read more here: https://www.americanbar.org/groups/crsj/publications/human_rights_magazine_home/civil-rights-reimagining-policing/a-lesson-on-critical-race-theory/

# data[].attributes.headline
Padlet: Identity Awareness for Ethical Antiracist Practice

# data[].attributes.subject
Padlet: Identity Awareness for Ethical Antiracist Practice

# data[].attributes.attachment_link.title
The disarming case to act right now on climate change

# data[].attributes.attachment_link.description
In this passionate call to action, 16-year-old climate activist Greta Thunberg explains why, in August 2018, she walked out of school and organized a strike to raise awareness of global warming, protesting outside the Swedish parliament and grabbing the world’s attention. “The climate crisis has already been solved. We already have all the facts and solutions,” Thunberg says. “All we have to do is to wake up and change.”

# data[].attributes.headline
A History of Indigenous Languages and How to Revitalize Them

# data[].attributes.subject
A History of Indigenous Languages and How to Revitalize Them

# data[].attributes.attachment_link.title
Lindsay Morcom: A history of Indigenous languages -- and how to revitalize them

# data[].attributes.attachment_link.description
Indigenous languages across North America are under threat of extinction due to the colonial legacy of cultural erasure, says linguist Lindsay Morcom. Highlighting grassroots strategies developed by the Anishinaabe people of Canada to revive their language and community, Morcom makes a passionate case for enacting policies that could protect Indigenous heritage for generations to come.

# data[].attributes.body
This sample lesson involves learners in exploring migration patterns and how they impact people around the world.

# data[].attributes.body
Lesson to adapt: https://docs.google.com/presentation/d/17hd8u5E4vbDQrEI-Lca-N8mo7ptiamzg1u2j3eP8SSw/edit?usp=sharing

# data[].attributes.headline
Advocating for Elderly Cleaners in Singapore

# data[].attributes.subject
Advocating for Elderly Cleaners in Singapore

# data[].attributes.body
This is the video for the "Share" portion of the FIDS framework in a Design for Change project. FIDS = Feel, Imagine, Do, Share

# data[].attributes.body
This article will illustrate the rationale behind including SJE material into the ESL/EFL classroom as well as give examples of successful SJE lesson plans for various contexts, including those from TESOL conferences.

# data[].attributes.attachment_link.readable_text
Social justice is defined as "a philosophy, an approach, and actions that embody treating all people with fairness, respect, dignity, and generosity" (Nieto & Bode, 2008). Incorporating social justice education (SJE) activities into the EFL/ESL classroom increases students' interest in real-world issues and helps them understand the authentic linguistic context of what they observe around them (Mitchell & Krause, 2016). Furthermore, SJE activities provide students with the tools to analyze power dynamics in the world and nourish within them the seeds of respect and advocacy (Chan, 2016). By using SJE materials, students are actively engaged in learning, they are intrigued and challenged, and they grapple with understanding complex situations using the English language. This article will illustrate the rationale behind including SJE material into the ESL/EFL classroom as well as give examples of successful SJE lesson plans for various contexts, including those from TESOL conferences.

Rationale

Weaving SJE throughout English language lessons connects students to the real world and opens up a safe space for them to ask questions about something they have read, heard, or observed, but did not fully understand. EFL students often ask questions about content from social media, television, and movies. Unfortunately, much of this content promotes stereotypes, and thus, a negative representation of American culture. Exploring issues of race, gender, class, and sexuality in an EFL environment often becomes an exercise in debunking stereotypes or the incorrect representations of different groups found in media. Moreover, the EFL classroom offers a chance for educators to encourage critical thinking and analysis about the type of information we consume around the world. In an ESL classroom, students bring up observations they have made based on their experiences, such as when riding the bus, waiting in line at a store, or walking down the street. Allowing ESL students the freedom to ask their instructors questions about what they have noticed, but did not quite understand, enables them to not only grasp the English language but also the culture of those around them, including norms and taboos. Regardless of context, with these real-world topics, educators also have a chance to challenge their students to find similarities in how power and privilege are used and abused in a variety of countries.

Some educators view the English language classroom as a place for only learning the semantics of a language. However, language is not something that can be learned in isolation. All functional aspects of language are connected to historical, current, and future language use. Some educators may feel uncomfortable analyzing social issues as they may not automatically have all the answers; for those who see themselves as the authority in the classroom, this uncertainty could make them feel unprepared or feel like they are losing face in front of their students. Others may avoid these topics because, when asking students to consider these complicated issues, educators will also have to consider their own position of power and privilege. For example, the majority of ESL teachers in the USA are white, so some may feel uncomfortable answering questions about race relations with their students because they will need to consider not only racism in the USA but also white privilege and white fragility, which DiAngelo (2011) defines as "a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves [which] include the outward display of emotions such as anger, fear, and guilt, and behaviors such as argumentation, silence, and leaving the stress-inducing situation. These behaviors, in turn, function to reinstate white racial equilibrium." If we are tasking our students with the goal of critical thinking, as educators, we must first hold ourselves to the same standards of addressing complex issues within ourselves, our society, and the larger world. While it is easier for us to try to avoid real-world social issues in the classroom, it is more beneficial for our students if we treat them as complex people in a diverse, complicated world.

The dichotomy of analyzing our privileges in the world as well as the ways in which we are oppressed is complicated, but it is also real life. Take myself as an example, being white, heterosexual, university-educated, and an American citizen grants me numerous benefits while being female and a teacher living in an expensive country presents a range of daily limitations. An awareness of those opposing and contradicting forces can lead to rewarding discussions with students, fostering within them the ability to engage in the same exploratory process for themselves, with the end result being a deeper understanding of their place in the world and hopefully a richer, more empathetic view of others. I have found that seemingly innocuous classroom activities and homework assignments can result in students sharing challenging experiences from their own lives. For instance, when writing a journal entry about advice someone gave them, a student detailed leaving an abusive relationship. Other students have opened up about being kicked out of their homes as teenagers or being afraid to come out about their sexuality to their families during class discussions, office hours, or email exchanges. As these examples show, it is imperative that EFL/ESL educators coherently prepare students to engage in the world around them.

Examples of SJE Lessons

At TESOL Chicago 2018, a Panel Session, co-sponsored by the Social Responsibility and Teacher Education Interest Sections, was entitled Integrating Social Justice into Teacher Education. Six educators presented ways in which they incorporate SJE into teacher-training in various contexts, such as undergraduate education students in Wisconsin learning about the benefits of linguistic diversity and ELL rights. In Bangladesh, material-design projects use local contexts to reflect universal human rights issues, such as gender roles, child marriage, and a lack of support for higher education for females. Another educator focused on how teachers' linguistic ideologies influence how they interact with their students and how they instruct them in EL usage. In Vietnam, an educator analyzed the imbalanced power dynamic created by teachers who call more frequently on higher-level students, which in turn preferences these students for dominant positions within group work. In New York, a university professor trains graduate students to work with and advocate for ELLs through an online course on service-learning and digital literacies. The last presenter discussed approaches to integrating SJE into EFL classrooms in Colombia, with an emphasis on student-led projects connected to their real lives, like LGBTQQA2S+ (Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Asexual, 2-Spirit) rights and peace talks. These educators demonstrated positive change by including SJE into pre-service teacher-training, professional development for current teachers, and class materials for students.

Challenges discussed were a lack of support by teachers, who preferred to teach to exams and not address social inequalities in the language classroom, and resistance from administrators on including SJE into the EL classroom. These presenters illustrated how, after overcoming these initial misgivings, students responded positively to SJE materials' inherent message of respecting differences and fostering inclusion inside and outside of the language classroom. Because learning another language can make adolescent and adult-learners feel childlike, incorporating real-world issues, in which learners can bring their own experiences, counters this frustration.

While some of the examples above may be new to faculty at the IEC, there are ways in which instructors incorporate SJE into our curriculum as well. For example, the experimental learning project for Intermediate 3 (CEFR B2) is a PSA, where students create informative videos about chosen social issues, such as texting while driving or the dangers of smoking. Some instructors even encourage their students to explore local social justice topics like homelessness, particularly among youth in Boulder. Another instructor weaves discussions around human rights into his advanced writing course. Yet another instructor and advisor led a professional development presentation encouraging faculty to consider psycho-social interventions for student success in an effort to reduce gaps in achievement and graduation rates for our ELLs.

Prior to working at the IEC, I have worked for over 12 years with ESL/EFL students from a variety of sociolinguistic backgrounds, and I have found that they respond positively to SJE materials because they are able to identify themselves and the world around them within the language classroom. Raising student awareness about power dynamics within societies, by examining divisions along class, race, religion, political party, gender, sexuality, etc., is an important lens with which ELLs can examine and better understand the world. The following are examples of my successful SJE lesson plans, activities, presentations and publications, of which other educators are welcome to adapt and use with their own students:

At TESOL Atlanta 2019, I will be a member of a panel, " Developing Materials for Social Responsibility, Equity and Social Justice," which is co-sponsored by the Social Responsibility and Materials Writers Interest Sections. I will be briefly discussing the aforementioned materials while the other panelists explore the English language classroom as a means of addressing reconciliation and peacebuilding, human trafficking and modern slavery, and domestic violence and poverty in a variety of contexts, like Colombia, Senegal, South Korea, Brazil, and the USA. Please join us if you would like to learn more ideas about incorporating these topics into your classroom.

Conclusion

I hope the abovementioned materials inspire other ESL/EFL educators to broach SJE materials with their students. I believe that the role of an educator is to not only impart knowledge to students but also to challenge them to think critically, understand more profoundly, and use this knowledge to shape the world around them and their part in it. Aside from steering students towards a deeper grasp of the English language, we should all encourage our students to become kinder, more empathetic world citizens who see the complexity of situations and people.

References

Chan, E. (2016). Student voices inform practice: Perceptions of linguistic and cultural discrimination. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching, 133-144. Alexandria, VA: TESOL Press.

DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54-70. Retrieved from https://libjournal.uncg.edu/ijcp/article/viewFile/249/116

Mitchell, J.D., & Krause, T. (2016). Steps toward addressing sexual diversity in the English language classroom. ORTESOL Journal, 33, 41-43. Retrieved from https://files.eric.ed.gov/fulltext/EJ1152433.pdf

Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Boston, MA: Pearson.

# data[].attributes.attachment_link.authors[].name
Published: Dec. 19, 2018 • By Kendra Staley

# data[].attributes.attachment_link.title
Social Justice Education in the ESL/EFL Classroom: Unifying Language Learning and Empathy

# data[].attributes.attachment_link.description
Social justice is defined as “a philosophy, an app

# data[].attributes.headline
Anti-Racism Kit for and by Australian Youth

# data[].attributes.subject
Anti-Racism Kit for and by Australian Youth

# data[].attributes.body
This is a tool kit made by Australian high-school students, for Australian high-school students, that we can use to take down racism brick by brick.

We made it because we want to build a future that doesn't need anti-racism kits in the first place.

# data[].attributes.attachment_link.readable_text
Thank you! We'll be in touch with any relevant info, and promise never to spam!

Oops! Something went wrong while submitting the form.

Aboriginal and Torres Strait Islander readers are advised that the following document may contain links to images,videos and voices of deceased persons.

This site discusses Racism, murder, rape, sexual assault, genocide, police brutality, and violence.
continue

We respectfully acknowledge the Traditional Owners of the land and their elders past, present and future. We recognise their ongoing connections to the land, the sky, the sea and waterways. We would like to acknowledge that this land - which we benefit from occupying - was stolen, and that sovereignty was never ceded. We commit, as allies, to continually amplify the voices, stories and history of Aboriginal and Torres Strait Islander people.
continue

This is a tool kit made by Australian high-school students, for Australian high-school students, that we can use to take down racism brick by brick.

We made it because we want to build a future that doesn't need anti-racism kits in the first place.

Why

How to Use

For us, as recently graduated high school students of colour, we support anti-racism because we're not happy to settle for 'not being racist'.

We want to be anti-racist - to deliberately work towards breaking down the racism we've experienced personally and institutionally in our broader communities and society.

And you should support it too. Racism certainly affects either you or the people around you. It is a root cause of serious political, social, and economic injustices in our society, and it trickles down to the day-to-day experiences of harassment and discrimination.

If you're keen and ready to learn about everything in this kit, awesome.

Go from SELF , SCHOOLS , and then SOCIETY .

This will allow you to learn about anti-racism more deeply before you act to tangibly improve your community and society.

While this kit offers many different actions you can take, we recommend you only take one or two at a time.

Taking realistic, smaller steps is key to achieving tangible change.

And when you're done reading this kit, don't stop and pat yourself on the back just yet. Stay focused. Your journey in promoting equity, diversity, and inclusion has only just begun.

For us, as recently graduated high school students of colour, we support anti-racism because we're not happy to settle for 'not being racist'.

We want to be anti-racist - to deliberately work towards breaking down the racism we've experienced personally and institutionally in our broader communities and society.

And you should support it too. Racism certainly affects either you or the people around you. It is a root cause of serious political, social, and economic injustices in our society, and it trickles down to the day-to-day experiences of harassment and discrimination.

If you're keen and ready to learn about everything in this kit, awesome.

Go from SELF , SCHOOLS , and then SOCIETY .

This will allow you to learn about anti-racism more deeply before you act to tangibly improve your community and society.

While this kit offers many different actions you can take, we recommend you only take one or two at a time.

Taking realistic, smaller steps is key to achieving tangible change.

And when you're done reading this kit, don't stop and pat yourself on the back just yet. Stay focused. Your journey in promoting equity, diversity, and inclusion has only just begun.

Existing Resources

Important Disclaimer:

We acknowledge and appreciate the ongoing work in the anti-racism space, and the many online resources which have helped us build this kit. The main resources include the following:

"Learning how to undo racism is an act of care and courage. Anti-racism training is critical if we are to build intercultural bridges and a community built on respect. I encourage you to use this resource designed by young people creating a better world."

- Annukina Warda
Author of "I'm Not Racist, But...!"
Elemental Training - www.elementaltraining.com.au

What is Racism?

It's a word that we've all heard before. But what does it actually mean?

The recently updated Merriam-Webster Dictionary Definition gives a good overview of this confusing word:

As the updated definition 2 shows, racism is racial prejudice combined with institutional power. It is one group having the power to carry out systematic discrimination through institutional power, shaping cultural beliefs that strengthen this power.

Racism is not only a belief in racial superiority, or racial prejudice. It is not just about the way people think or talk about people from different backgrounds, or about hate crimes.

It is an explicit political or social system founded on racial prejudice and the advantages it brings for the privileged group. Racism is embedded in our language, behaviours, and institutions, and continues to mould unequal power relations.

Project Implicit Bias gives us a sense of our subconscious bias. Created by Harvard researchers to investigate implicit social cognition, taking the test will give roughly approximate your subconscious bias towards not only racial minorities, but other groups as well.
take the quiz

rac·​ism | \ ˈrā-ˌsi-zəm

‍ Definition of racism

‍1: a belief that race is a fundamental determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race

‍‍ 2
a: the systemic oppression of a racial group to the social, economic, and political advantage of another

‍ b: a political or social system founded on racism and designed to execute its principles

So who is Racist? What is Anti-Racism?

While you may not be 'racist' in the immediate sense, Ibram X. Kendi, American author, professor, anti-racist activist and historian of race, suggests a new way of looking at the word 'racism'.

He argues that you are either racist or anti-racist, because racists aren't only those that loudly shout racist slurs or stubbornly hold onto racial prejudices. To explain:

"One either allows racial inequities to persevere, as a racist, or confronts racial inequities, as an antiracist. There is no in-between safe space of 'not racist.' The claim of 'not racist' neutrality is a mask for racism."

- Ibram X Kendi
How To Be An Anti Racist

Social stereotypes about certain groups of people that individuals form outside their own conscious awareness. Everyone holds unconscious beliefs about various social and identity groups, and these biases stem from one's tendency to organise social worlds by categorising. Unconscious bias is much more common than conscious prejudice and often incompatible with one's conscious values. Certain scenarios can activate unconscious attitudes and beliefs. Biases may be more prevalent when multitasking or working under time pressure. For example, ask yourself:

Do I have an automatic reaction or impression about this person or action

Am I making rash judgments without knowing more?

Am I treating their motives at their worst case rather than best case?

Are these responses often to just these groups?

Now that we've run through the basics, dive deeper and see how you can dismantle racism within your SELF , your SCHOOL , or your SOCIETY

# data[].attributes.attachment_link.description
Thank you! We'll be in touch with any relevant info, and promise never to spam! Oops! Something went wrong while submitting the form. Aboriginal and Torres Strait Islander readers are advised that the following document may contain links to images,videos and voices of deceased persons.

# data[].attributes.headline
Global Citizenship in the English Language Classroom

# data[].attributes.subject
Global Citizenship in the English Language Classroom

# data[].attributes.body
This document provides several chapters highlighting approaches to global citizenship education around the world.

# data[].attributes.body
A video message from "Tatala"

# data[].attributes.attachment_link.title
Harvard student from China explains why she doesn't want to learn English anymore

# data[].attributes.headline
The Disarming Case to Act Right Now on Climate Change

# data[].attributes.subject
The Disarming Case to Act Right Now on Climate Change

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Greta Thunberg: The disarming case to act right now on climate change

# data[].attributes.attachment_link.description
In this passionate call to action, 16-year-old climate activist Greta Thunberg explains why, in August 2018, she walked out of school and organized a strike to raise awareness of global warming, protesting outside the Swedish parliament and grabbing the world's attention. "The climate crisis has already been solved.

# data[].attributes.headline
Sustainable Development Goals - Resources for Educators

# data[].attributes.subject
Sustainable Development Goals - Resources for Educators

# data[].attributes.body
This site provides several links to readings, videos, lessons, and more that promote global citizenship by exploring the Sustainable Development Goals.

# data[].attributes.attachment_link.readable_text
Education for Sustainable Development (ESD) is a key element of the 2030 Agenda for Sustainable Development. Its aims form one of the targets of the Sustainable Development Goal on education SDG 4.7 and it is considered a driver for the achievements of all 17 SDGs.

ESD empowers everyone to make informed decisions in favour of environmental integrity, economic viability and a just society for present and future generations. It aims to provide the knowledge, skills, attitudes and values necessary to address sustainable development challenges.

Complementary to the UNESCO guidance document - Education for Sustainable Development Goals - Learning Objectives, this resource bank has been designed for educators, education planners and practitioners. It offers hundreds of pedagogical ideas for classroom activities and multimedia resources detailing how best to integrate ESD into teaching and learning, from early childhood care through secondary education.

# data[].attributes.attachment_link.title
Sustainable Development Goals - Resources for educators

# data[].attributes.attachment_link.description
Education for Sustainable Development (ESD) is a key element of the 2030 Agenda for Sustainable Development. Its aims form one of the targets of the Sustainable Development Goal on education SDG 4.7 and it is considered a driver for the achievements of all 17 SDGs.

# data[].attributes.headline
Talking to the Police: Black Parents Guidance to Children

# data[].attributes.subject
Talking to the Police: Black Parents Guidance to Children

# data[].attributes.body
This video is part of the Talking to Police lesson.

# data[].attributes.attachment_link.title
Black Parents Explain How to Deal with the Police | Cut

# data[].attributes.headline
Girl Rising - Advocating for Girls' Education

# data[].attributes.subject
Girl Rising - Advocating for Girls' Education

# data[].attributes.body
Girl Rising is a girls' education non-profit with a mission to use the power of storytelling to change the way the world values girls and their education. Through our global programs, we are working to break the barriers to girls’ education.

# data[].attributes.attachment_link.readable_text
Around the world, millions of girls are denied their right to quality education. Girl Rising is working to right this wrong, and build a world where
all girls learn, rise, and thrive.

Support our work

Girl Rising is a girls' education non-profit with a mission to use the power of storytelling to change the way the world values girls and their education. Through our global programs, we are working to break the barriers to girls' education.

Educating girls is one of the world's very best investments - transforming lives and unleashing positive ripple effects across families, communities and nations. Learn more about the ripple effects of girls' education.

Our reach in 2022

Our reach includes a range of activities including mass media content distribution, educational curricula, storytelling workshops, educator training sessions, and direct financial support.

7.

4

Adolescents

288,000

Educators

million

42

Partner organizations

23

Future Rising Fellows

Where we work

2023 Future Rising Fellow

News & Stories

Girl Rising CEO Christina Lowery and President Nidhi Shukla share their views on why biases against girls and women are so deeply entrenched, what these findings mean for the fight for girls' education rights, and tangible steps that individuals can take to combat pervasive gender bias in their own communities.

Events & Campaigns

From October 1 through 11, Girl Rising has been sharing a story each day focused on an individual fighting for girls' rights as a part of our 11 Days of Stories campaign. Join us in advocating for girls' right to education by sharing your personal story on why you advocate for girls' right to education.

Future Rising Fellows

Our 2022-2023 Fellows cohort have been part of COP27, the 67th Session of the Commission of the Status of Women, the UN Water Conference and more.

How we work

We Create

We create films, media content and educational resources that tell the stories of girls and how the ripple effects of educating girls transform families, communities and entire nations.

We Collaborate

We collaborate with organizations around the world to support locally led change that accelerates and strengthens quality education and greater opportunity for girls.

We Activate

We activate change by inspiring individuals, from parents to presidents, to support action for girls' education.

Add impact to your inbox

Sign up for our monthly newsletter for more on our impact, stories that inspire, events, and updates on our work

# data[].attributes.attachment_link.title
Girls' Education Non-profit | Girl Rising

# data[].attributes.attachment_link.description
Girl Rising is a girls' education non-profit which uses storytelling to change how the world values girls and their education. We work in Ghana, Guatemala, India, Kenya, Mexico, Nigeria, Pakistan, and the US. Future Rising unleashes the power of girls' education to tackle climate change.

# data[].attributes.body
This is an entry in the TESOL Encyclopedia of English Language Teaching

# data[].attributes.body
Global Citizen is a movement of engaged citizens who are using their collective voice to end extreme poverty by 2030. On our platform, Global Citizens learn about the systemic causes of extreme poverty, take action on those issues, and earn rewards for their actions — as part of a global community committed to lasting change.

# data[].attributes.attachment_link.description
We are an action platform dedicated to achieving the end of extreme poverty, powered by a community of millions of Global Citizens who believe in one world, one people - where everyone has an equal chance to thrive.

# data[].attributes.headline
Learn about the Justice & Equity Professional Council 

# data[].attributes.subject
Learn about the Justice & Equity Professional Council 

# data[].attributes.body
The Justice and Equity Professional Council (JEPC) assists TESOL International Association in advancing the Association’s commitment to social justice and diversity, equity, inclusion, and access (DEIA) so that member needs are met.

# data[].attributes.attachment_link.readable_text
About

TESOL relies on its talented, visionary volunteers who help lead the organization by contributing their time and ideas to TESOL Committees and Councils.

TESOL Governance Committees

Governance committees are responsible for critical areas of governance within the association. Members are elected to their positions.

Executive Committee

Charge

The Executive Committee determines policy and conducts TESOL business between meetings of the full board of directors.

The Executive Committee consists of three members: The current TESOL president, the president-elect, and the past president.

Members, 2024-2025

TESOL President: Debra Suarez
TESOL President-Elect: Kisha Bryan
TESOL Past President: Shelley Taylor
Staff Partner: Rosa Aronson

Finance Committee

The Finance Committee reviews TESOL's proposed budget, analyzing it and presenting recommendations to the board of directors. The committee also drafts financial policies for presentations to the board, annually reviews TESOL's investment portfolio, reviews TESOL's quarterly financial reports, and review's TESOL's annual audit report.

Members of the Finance Committee must be TESOL members in good standing and currently serving on the TESOL Board of Directors.

Members, 2024-2025

Elizabeth Chan, Chair
Kisha Bryan
Shelley Taylor

Nominating Committee

Charge

The Nominating Committee solicits nominations from the membership entities, standing committees, and other TESOL constituencies, and from the membership for TESOL leadership elections: president, board of directors, and the next year's Nominating Committee.

Responsibilities

Members maintain communications with the chair, with most of these communications being held in the first half of the calendar year. The bulk of the committee's work is done in June and July and members must be available for a series of conference calls during that time. Members participate in all committee conference call meetings and attend meetings at the annual convention.

Qualifications

Members must be TESOL members in good standing for at least four of the previous ten years and familiar with the TESOL organization. Familiarity with TESOL is demonstrated by strong service to TESOL within the past six years. Such service includes one or more of the following:

active membership in a standing committee, task force, or special project

past service on the board of directors

2024 Members

Chair: Dawn Wink
Past Chair: Elena Andrei Board Liaison: Shelley Taylor
Staff Liaison:Rita Buckner

Mark Algren
Cynthia L.Z. DeRoma
Bessie (Vasiliki) Karras-Lazaris
Anastasia Khawaia
Hilal Peker
Ethan Trin

TESOL Professional Councils

Professional Councils provide professional expertise to help advance the Association's strategic objectives and activities. Made up of TESOL members, Professional Councils supplement or complement the practical work of the Association.

Affiliate Network Professional Council

Purpose

The Affiliate Network Professional Council (ANPC) supports TESOL International Association by helping to foster a strong and robust affiliate network. The ANPC accomplishes this by facilitating clear and timely communication between and among affiliate associations and TESOL International Association, developing programming in support of affiliate organizations, and advising on initiatives and activities that advance the association's strategic direction.

Terms of Service

The ANPC shall consist of up to 10 members, plus a staff partner and board liaison. The ANPC shall ensure adequate membership to carry out its duties and responsibilities as specified below.

Members are appointed by the TESOL executive committee through an application process, with advice from the leadership of the current ANPC. The application solicits information regarding education and professional training, relevant experience, and potential contributions to the professional council with reference to the professional council's goals and objectives. Once appointed, professional council members make a one-year commitment to serve. They may seek to renew their commitment annually, for up to three years of service.

Each year, an incoming chair shall be nominated by the TESOL executive director though an application process from within the ANPC, with input from the current ANPC leaders and final approval by the executive committee. Only those serving on the professional council at the time of the application process are eligible to apply. Once appointed, the designee shall serve for one year as incoming chair, one year as chair, and one year as past chair before rotating off the council.

Service on the ANPC shall begin and end at the annual TESOL convention.

Membership Criteria

Interested applicants must be TESOL members for at least 3 years and have at least 1-2 years of volunteer experience with TESOL International Association.

Interested applicants shall be asked to list their level of education, experience, and how they are qualified to contribute to the ANPC in meeting its goals and objectives, including recent demonstrable leadership experience with a TESOL affiliate. ANPC members should have knowledge and experience of TESOL International Association and its affiliate associations, the relationship between TESOL and its affiliate associations, and the strategic direction of the association. The council membership should reflect the widest possible range of professional expertise and experience, reflecting TESOL's commitment to diversity, equity, inclusion, and access.

Duties and Responsibilities

The ANPC will collaborate with the staff partner to facilitate activities that support the affiliate network. This includes, but is not limited to, advising on programmatic elements, facilitating procedures for activities within the affiliate network, developing a collaborative partnership between TESOL International Association and its affiliate associations, and enhancing and fostering communication among affiliate associations. It will also provide oversight and advice for projects pursued as part of this partnership.

The ANPC shall:

Assist with procedural elements to develop and maintain the affiliate network.

Review and revise additional criteria for joining and remaining in the affiliate network as needed.

Review and advise the executive committee of TESOL on new and renewal affiliate applications.

Facilitate methods to collect, share, and disseminate information and knowledge on emerging professional issues through the affiliate network.

Facilitate communication and collaboration between and among TESOL International Association and affiliate associations.

Support networking and professional development events for leaders within the affiliate network.

Convene the Annual Affiliate Assembly and the Affiliate Colloquium.

Solicit and select for referral the "Best of Affiliate" sessions for the annual convention.

Publish a biannual newsletter for the affiliate network.

Members, 2024-2025

Chair: Jermaine McDougald
Chair-Elect: Karen Newman
Past Chair: Linh Phung
Board Liaison: Justin Shewell
Staff Partner: Jeff Hutcheson
Members:
Marwan Abdi
Marianela Ayub
Melissa Hauke
Kessia Kiwia
Ching-Ching Lin
Catherine Njau
Jorge Torres Almazan

Awards ​Professional Council

Purpose

The Awards Professional Council (APC) supports TESOL International Association by recognizing outstanding accomplishments of individuals who have made exceptional contributions to the TESOL field and offering opportunities for educators to participate in the association's programs. The APC accomplishes this by working with the staff partner and board liaison to coordinate the review and selection of applications for specific TESOL awards and grants as determined by the board of directors.

Terms of Service

The APC shall consist of up to , plus a staff partner and board liaison. The APC shall ensure adequate membership to carry out its duties and responsibilities as specified below.

Members are appointed by the TESOL executive committee through an application process, with advice from the leadership of the current APC. The application solicits information regarding education and professional training, relevant experience, and potential contributions to the professional council with reference to the professional council's goals and objectives. Once appointed, professional council members make a one-year commitment to serve. They may seek to renew their commitment annually, for up to three years of service.

Each year, an incoming chair shall be nominated by the TESOL executive director though an application process from within the APC, with input from the current APC leaders and final approval by the executive committee. Only those serving on the professional council at the time of the application process are eligible to apply. Once appointed, the designee shall serve for one year as incoming chair, one year as chair, and one year as past chair before rotating off the council.

Service on the APC shall begin and end at the annual TESOL convention.

*APC members are not allowed to apply for or receive any TESOL Awards while serving in the council and for a period of 1 year after rotating off the council.

Membership Criteria

Interested applicants must be TESOL members for at least 3 years and have at least 1-2 years of volunteer experience with TESOL International Association.

Interested applicants shall be asked to list their level of education and experience and explain how they are qualified to contribute to the APC's goals and objectives. APC members should have experience as an awards reviewer prior to serving. The council membership should reflect the widest possible range of professional expertise and experience, reflecting TESOL's commitment to diversity, equity, inclusion, and access.

Duties and Responsibilities

The APC shall:

Coordinate activities related to the adjudication of applications for TESOL awards and grants.

Recruit volunteers to review applications.

Serve as an award reviewer (and in some cases as a tiebreaker).

Assess and administer the award review process.

Provide guidance on the criteria and adjudication for TESOL awards and grants.

Develop and implement a process for the periodic review and revision of TESOL awards and grants.

Assist in the recognition of award winners.

Members, 2024-2025

Chair: Qian Du
Chair-Elect: Phyo Wai Tun
Past Chair: Luan Thanh Nguyen
Board Liaison: Cynthia Wiseman
Staff Partner: Nancy Flores
Members:
Piero Carlini
Kelley Cordeiro
Melissa Ferro
Rosario Giraldez
Svetlana Koltovskaia
Maria Luisa Sadorra
Ali Yaylali

Conferences Professional Council

Purpose

The Conferences Professional Council (CPC) shall ensure that the content and program of TESOL International Association conferences are focused on current issues that impact the field of English language teaching, responsive to the diverse needs of members and the TESOL field and aligned with the strategic direction of the association. The CPC accomplishes this by working with the staff partner and board liaison in setting the overall goals for each conference, providing advice and guidance as needed.

Membership Criteria

Interested applicants must be TESOL members for at least 3 years and have at least 1-2 years of volunteer experience with TESOL International Association.

Interested applicants shall be asked to list their level of education, their leadership experiences with professional organizations and conferences, and explain how they are qualified to contribute to the CPC in meeting its goals and objectives. CPC members should have experience participating in professional conferences such as TESOL (including local and regional affiliate organizations), ACTFL, AAAL, etc. CPC members should also have experience leading or assisting in the planning, organizing, and hosting of professional conferences. They should have experience reviewing presentation proposals. The council membership should reflect the widest possible range of professional expertise and experience, reflecting TESOL's commitment to diversity, equity, inclusion, and access.

Duties and Responsibilities

The CPC shall:

Collaborate with the TESOL International Association staff, the board liaison, and other professional councils to develop a framework for determining the content, themes, and the selection of tracks and topics for TESOL conferences.

Advance the association's reputation as the global leader in professional development for the TESOL field by upholding standards of quality in providing unique and outstanding keynote speakers and conference sessions that will benefit the profession and the field.

Uphold and advance the quality of TESOL conferences by:

working closely with strand coordinators and assistant strand coordinators to create a vibrant convention program that responds to changing trends in the field;

assessing current and anticipated needs as they relate to the call for proposals and proposal review process;

setting standards for conference speakers that address session titles, learning objectives, and the development and delivery of presentation content;

developing a process to continually evaluate the relevance of current conference and convention programming;

assisting association staff in identifying elements that will enhance the attendee experience at TESOL conferences; and

advising association staff on program content for TESOL conferences.

Collaborate with other professional councils to identify trends and issues in the field to shape programming and meet the needs of the English language teaching community.

Other tasks assigned by the executive committee or board of directors, as needed.

Members, 2024-2025

Chair: Ben McMurry
Chair-Elect: Michael Ennis
Board Liaison: Kate Reynolds
Staff Partner: Srisucha McCabe
Members:
Moises Alcantara Ayre
Amanda Baker
William Crawford
Jolene Dykstra
Liz Harriet Iornumbe
Jackson Kamugisha
Judith Ogweno
Yilin Sun
Adriana Vianna

NEW! Justice & Equity Professional Council

Purpose
The Justice and Equity Professional Council (JEPC) assists TESOL International Association in advancing the Association's commitment to social justice and diversity, equity, inclusion, and access (DEIA) so that member needs are met. The JEPC accomplishes this by working with the staff partner and board liaison to align and amplify Association efforts toward fulfilling its DEIA commitments and in partnering with other professional councils (PC), communities of practice (COP), staff, and board as needed.
Terms of Service
The JEPC shall consist of up to 8 members, a board liaison, and a staff partner. The JEPC shall ensure adequate membership to carry out its duties and responsibilities.

Members are appointed by the TESOL executive committee through an application process, with advice from the leadership of the current JEPC. Once appointed, council members make a one-year commitment to serve, renewable up to three years.

Each year, an incoming chair shall be nominated by the TESOL executive director through an application process from within the JEPC, with input from the current JEPC leaders and final approval by the executive committee. Only those serving on the professional council at the time of the application process are eligible to apply. Once appointed, the designee shall serve for one year as incoming chair, one year as chair, and one year as past chair before rotating off the council.
Membership Criteria
Members have knowledge about approaches to aspects of DEIA in different contexts. Members have a proven record of engagement with and expertise in this and related work, which would underpin their capacity to effectively navigate interactions about potentially sensitive topics and with diverse viewpoints.

The overall composition of the council should reflect TESOL's commitment to diversity, equity, inclusion and access through 1) diverse geographical, cultural, racial, linguistic, gender identity, ability, and generational representation; 2) varied personal knowledge and perspectives of members of underrepresented and/or marginalized groups within a range of global contexts; and 3) a range of professional expertise and experience.
Responsibilities and Duties
Given the scope of work involved in promoting DEIA and related work the JEPC will collaborate with existing PCs, CoPs, staff, and board as needed.  The Justice and Equity Professional Council shall:

Assist in recommending and supporting policies and practices through a DEIA lens

Develop and put into action reviews and assessments to create equitable, inclusive, and anti-racist policies, practices, and processes for the Association.

Review the organization's existing policies and procedures through a DEIA lens.

Recommend revisions to improve existing policies or propose new policies to the board in support of DEIA.

Serve as an expert source of knowledge, skills, and tools for the implementation of DEIA-aligned practices across all levels of the organization.

Act as a DEIA advisory group for other TESOL entities

Review, assess, and provide support to the Board in ensuring an appropriate response to acts of discrimination that take place across activities and levels within the association.

Assist in demonstrating progress towards its DEIA goals with metrics

Recommend research-based methods, approaches, and tools to measure effectiveness of implemented DEIA initiatives and suggest improvements.

Provide support to the staff in regularly monitoring the organization's progress towards achieving its DEIA goals.

Collect, analyze, and report data on the organization's demographics, policies, and practices regarding DEIA.

Research current and future trends in global DEIA issues and use it to make recommendations to the board about strategic goals for the association in order to address global members' needs.

Bring DEIA grant opportunities to the attention of the staff partner.

Build members' expertise in DEIA through education and training

Provide professional learning opportunities that focus on fostering an organizational culture that embraces learning and dialogue about DEIA.

Encourage and recommend ELT educational resources and trainings, events, online discussions, and publications on DEIA language-related topics, such as discrimination, racism, and antiracism by and to entities across the Association with a goal of establishing and communicating the nature and relevance of DEIA work in TESOL across a range of global and educational contexts.

Offer strategies to integrate principles of DEIA into association activities.

Promote community engagement

Update the membership on TESOL's DEIA commitment at the annual convention

Review the work of external organizations and make recommendations to the board and staff about partnerships that can advance shared DEIA goals.

Provide support for the TESOL Outstanding Advocate Honor Award.

Identify and address potential barriers to participation in the Association faced by diverse communities.

Monitor global trends affecting the Association that may warrant a response.

Membership Professional Council

Purpose

The Membership Professional Council (MPC) assists TESOL International Association in recruiting and engaging members of the association who teach English to speakers of other languages in multilingual contexts worldwide. The MPC accomplishes this by working with the staff partner and board liaison to advance the association's strategic direction priority to build member value and engagement and to foster a satisfying member experience.

Terms of Service

The MPC shall consist of up to 10 members, plus a staff partner and board liaison. The MPC shall ensure adequate membership to carry out its duties and responsibilities as specified below.

Members are appointed by the TESOL executive committee through an application process, with advice from the leadership of the current MPC. The application solicits information regarding education and professional training, relevant experience, and potential contributions to the professional council with reference to the professional council's goals and objectives. Once appointed, professional council members make a one-year commitment to serve. They may seek to renew their commitment annually, for up to three years of service.

Each year, an incoming chair shall be nominated by the TESOL executive director though an application process from within the MPC, with input from the current MPC leaders and final approval by the executive committee. Only those serving on the professional council at the time of the application process are eligible to apply. Once appointed, the designee shall serve for one year as incoming chair, one year as chair, and one year as past chair before rotating off the council.

Service on the MPC shall begin and end at the annual TESOL convention.

Membership Criteria

Interested applicants must be TESOL members for at least 3 years and have at least 1-2 years of volunteer experience with TESOL International Association.

be asked to complete their TESOL demographic profile, list their experience, and how they are qualified to contribute to the MPC in meeting its goals and objectives. MPC members should have general knowledge of TESOL, its members, activities, membership structure, programs, and benefits. The council membership should reflect the widest possible range of professional expertise and experience, reflecting TESOL's commitment to diversity, equity, inclusion, and access.

Duties and Responsibilities

The MPC shall:

Welcome and engage new members and first-time attendees at TESOL events.

Communicate opportunities to the staff partner that arise for partnerships with affiliates, communities of practice, and other educational institutions that may increase membership and engagement with the association.

Provide support and feedback to staff-led efforts, such as reviews of TESOL's membership model and benefits and plans for TESOL recruitment and retention campaigns.

Recommend programs and activities that will enhance the member experience.

Review and assist with conducting, targeting, analyzing, and reporting on surveys about member satisfaction and engagement with TESOL and its programs and benefits.

Members, 2024-2025

Chair: Monica Baker
Chair-Elect: Mary Hillis
Past Chair: Chelsea Walter
Board Liaison: Larisa Olesova
Staff Partner: David Anderson
Members:
Eliza Brumbaugh
James Coda
Renuka Karunaratne
Nafisa Khudoynazarova
Haedy Liu
Klara Nazmutdinova
Debbie West

Professional Development Council

Purpose

The Professional Development Professional Council (PDPC) assists TESOL International Association in advancing the association's strategic direction priority to elevate English language teaching content. The PDPC accomplishes this by working with the staff partner and board liaison to identify professional development needs based on issues and developments in English language teaching, as well as through membership feedback and surveys.

Terms of Service

The PDPC shall consist of up to 10 members, plus a staff partner and board liaison. The PDPC shall ensure adequate membership to carry out its duties and responsibilities as specified below.

Members are appointed by the TESOL executive committee through an application process, with advice from the leadership of the current PDPC. The application solicits information regarding education and professional training, relevant experience, and potential contributions to the professional council with reference to the professional council's goals and objectives. Once appointed, professional council members make a one-year commitment to serve. They may seek to renew their commitment annually, for up to three years of service.

Each year, an incoming chair shall be nominated by the TESOL executive director though an application process, with input from the current PDPC leaders and final approval by the executive committee. Only those serving on the professional council at the time of the application process are eligible to apply. Once appointed, the designee shall serve for one year as incoming chair, one year as chair, and one year as past chair before rotating off the council.

Service on the PDPC shall begin and end at the annual TESOL convention.

Membership Criteria

Interested applicants must be TESOL members for at least 3 years and have at least 1-2 years of volunteer experience with TESOL International Association.

Interested applicants shall be asked to list their level of education, experience, understanding of professional development trends, and explain how they are qualified to contribute to the PDPC in meeting its goals and objectives. PDPC members should have knowledge about a particular English language instruction program level and its associated issues, trends, workplace requirements, and demographics. Members should also have background and experience in providing in-service training programs, other kinds of professional development programs, or both. The council membership should reflect the widest possible range of professional expertise and experience, reflecting TESOL's commitment to diversity, equity, inclusion, and access.

Duties and Responsibilities

The PDPC shall:

Assist TESOL staff to expand the variety and reach of professional learning opportunities.

Incorporate relevant research and development into TESOL professional learning.

Promote a positive member experience at all TESOL professional learning offerings.

Expand TESOL's capacity for members to participate in professional learning opportunities.

Recommend specific programs, oversee their implementation, evaluate the effectiveness of each program, and provide general oversight of TESOL's professional learning programs.

Members, 2024-2025

Chair: Khanh-Duc Kuttig
Chair-Elect: Elsa Anderson
Past Chair: Hetal Ascher
Board Liaison: Misty Adoniou
Staff Partner: Grace Allely
Members:

Helene Becker
Kenneth Kuo-Pin Chi
Mispa Mbi
Joel Meniado
Suzan Stamper
Elena Taylor
Saihua Xia

Research Professional Council

Purpose

The Research Professional Council (RPC) informs, supports, and guides TESOL International Association's research initiatives and priorities in alignment with its strategic direction. The RPC accomplishes this by working with the staff partner and board liaison to identify and support priority research areas and promote collaboration between researchers and practitioners.

Terms of Service

The RPC shall consist of up to 10 members, plus a staff partner and board liaison. The RPC shall ensure adequate membership to carry out its duties and responsibilities as specified below.

Members are appointed by the TESOL executive committee through an application process, with advice from the leadership of the current RPC. The application solicits information regarding education and professional training, relevant experience, and potential contributions to the professional council with reference to the professional council's goals and objectives. Once appointed, professional council members make a one-year commitment to serve. They may seek to renew their commitment annually, for up to three years of service.

Each year, an incoming chair shall be nominated by the TESOL executive director though an application process from within the RPC, with input from the current RPC leaders and final approval by the executive committee. Only those serving on the professional council at the time of the application process are eligible to apply. Once appointed, the designee shall serve for one year as incoming chair, one year as chair, and one year as past chair before rotating off the council.

Service on the RPC shall begin and end at the annual TESOL convention.

Membership Criteria

Interested applicants must be TESOL members for at least 3 years and have at least 1-2 years of volunteer experience with TESOL International Association.

The RPC membership should be representative of the diversity of teachers, researchers, and teacher-researcher interests within the broader, international TESOL membership. Relevant application criteria include level of education, English language teaching and research experience (including methodologies, topics, and length of time in the field), geographical representation, institutional representation (to include all educational contexts), research contexts, understanding of the current TESOL research initiatives, and willingness to contribute to meeting RPC goals and objectives. The RPC aims for a mix of experienced and novice researchers who use a range of language teaching/learning research methodologies and engage in areas of investigation that include but are not limited to English language instruction and language learning theories, teacher education, professional identity, applied linguistics, learning an additional language, multilingualism, and world English(es). The council membership should reflect the widest possible range of professional expertise and experience, reflecting TESOL's commitment to diversity, equity, inclusion, and access.

Duties and Responsibilities

The RPC shall:

Identify priorities in ELT research for TESOL International Association's strategic support and development.

Promote productive, inclusive, and generative dialogue and collaboration among stakeholders (e.g., classroom teachers, administrators, policy makers, researchers, practitioners, professional councils, communities of practice, etc.).

Promote research by teachers and support teacher identities as critical consumers of research and as scholar-practitioners.

Build members' expertise in different types of scholarship and mentor novice scholars in the profession.

Assist TESOL in communicating research findings and priorities.

Provide support for the TESOL Award for Excellence in Research.

Members, 2024-2025

Chair: Amira Salama
Chair-Elect: Huili Hong
Past Chair: Ozgehan Ustuk
Board Liaison: Raichle Farrelly
Staff Partner: Sarah Sahr
Members:
Erhan Aslan
Christine Coombe
Melissa Hauber-Özer
Christina Kitson
Georgios Kormpas
Maria Ramirez-Avila
Mariana Alvayero Ricklefs

Standards Professional Council

Purpose

The Standards Professional Council (SPC) supports TESOL International Association in advancing the quality and expertise in the field of English language teaching through standards for teaching and learning. The SPC accomplishes this by working with the staff partner and board liaison to review and amplify quality standards of practice that are relevant to the ​profession of English language teaching, multilingual learners of English, and English language teacher training.

Terms of Service

The SPC shall consist of up to 10 members, plus a staff partner and board liaison. The SPC shall ensure adequate membership to carry out its duties and responsibilities as specified below.

Members are appointed by the TESOL executive committee through an application process, with advice from the leadership of the current SPC. The application solicits information regarding education and professional training, relevant experience, and potential contributions to the professional council with reference to the professional council's goals and objectives. Once appointed, professional council members make a one-year commitment to serve. They may seek to renew their commitment annually, for up to three years of service.

Each year, an incoming chair shall be nominated by the TESOL executive director though an application process from within the SPC, with input from the current SPC leaders and final approval by the executive committee. Only those serving on the professional council at the time of the application process are eligible to apply. Once appointed, the designee shall serve for one year as incoming chair, one year as chair, and one year as past chair before rotating off the council.

Service on the SPC shall begin and end at the annual TESOL convention.

Membership Criteria

Interested applicants must be TESOL members for at least 3 years and have at least 1-2 years of volunteer experience with TESOL International Association.

Interested applicants shall be asked to list their level of education, experience, and how they are qualified to contribute to the SPC in meeting its goals and objectives. SPC members shall have knowledge of and experience with relevant standards of practice in the TESOL field, including the application, development, revision, and application/implementation of standards. The council membership should reflect the widest possible range of professional expertise and experience, reflecting TESOL's commitment to diversity, equity, inclusion, and access.

Duties and Responsibilities

The SPC shall:

Assist TESOL International Association in​​ overseeing the development and maintenance of TESOL standards of practice.

Advise the board on standards of practice to meet the needs of the field of English language teaching and learning.

Provide guidance on the criteria and procedures to maintain quality standards of practice for the profession.

​​Develop, implement, and assess an annual process for the review and revision of the association's standards.

Support the association's strategic direction.

Advise the association on initiatives related to standards of practice for the profession.

Provide feedback and guidance on standards-related programs and products for the association.

Increase the visibility of the association's standards among members and the field of English language teaching and learning.

​​Provide expertise to the association.

Review and offer feedback on other educational standards that impact the field of English language teaching and learning.

Monitor and inform the association on trends and developments related to standards of practice that impact the field of English language teaching and learning.

Identify gaps and opportunities for training related to educational standards.

Members, 2024-2025

Chair: Katya Koubek
Chair-Elect: Lauren Anderson
Past Chairs: Adrienne Johnson and Yogesh Sinha
Board Liaison: Kisha Bryan
Staff Partner: Tomiko Breland
Members:
Özlem Baykan
Jim Granada
Susan Iannuzzi
Chao Zhang
Ally Zhou

Interested in Volunteering?

Give back to the TESOL community and your profession. In most cases, the call for volunteers will be held in August, with volunteers serving 1 November-31 October. Learn about how to volunteer.

Give Back to Your Profession

# data[].attributes.attachment_link.title
TESOL Committees and Councils Public | TESOL | International Association

# data[].attributes.attachment_link.description
About TESOL relies on its talented, visionary volunteers who help lead the organization by contributing their time and ideas to TESOL Committees and Councils. Governance committees are responsible for critical areas of governance within the association. Members are elected to their positions.

# data[].attributes.body
A message from Hafsat Abdullahi

# data[].attributes.attachment_link.title
To the girl in English class by Hafsat Abdullahi

# data[].attributes.headline
Photos that Bear Witness to Modern Slavery

# data[].attributes.subject
Photos that Bear Witness to Modern Slavery

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Lisa Kristine: Photos that bear witness to modern slavery

# data[].attributes.attachment_link.description
Photographer Lisa Kristine travels the world documenting the unbearably harsh realities of modern-day slavery. She shares hauntingly beautiful images -- miners in the Congo, bricklayers in Nepal -- that illuminate the plight of the 27 million souls enslaved worldwide.

# data[].attributes.body
In order to engage as global citizens, we must know what's happening in the world. This site provides access to newspapers from around the world so that students can read stories from multiple and varied perspectives.

# data[].attributes.attachment_link.description
Annotated directory of newspapers, magazines and news sites in English.

# data[].attributes.body
Lesson to adapt: https://docs.google.com/presentation/d/1A5hv85NzdkI7ehSI8-TpryJjIN4_ehCFuu6RJM9-24I/edit?usp=drive_link

# data[].attributes.body
Kenyan environmentalist and Nobel Peace Prize recipient, Wangari Maathai tells the tale of the Hummingbird, reminding us all that we should do the best we can.

# data[].attributes.attachment_link.title
'I Will Be A Hummingbird' by Wangari Maathai

# data[].attributes.body
This inspiring and diverse collection of voices from the field in ESL and EFL contexts personalizes the issues TESOL educators face and serves as a resource for those wanting to address social injustices in their individual TESOL contexts. Each chapter in this ground-breaking volume represents one of two realities: that English language learners are often on the margins of society, and that those of us who teach them must work to advocate for their needs.

# data[].attributes.attachment_link.readable_text
Overview

This inspiring and diverse collection of voices from the field in ESL and EFL contexts personalizes the issues TESOL educators face and serves as a resource for those wanting to address social injustices in their individual TESOL contexts. Each chapter in this ground-breaking volume represents one of two realities: that English language learners are often on the margins of society, and that those of us who teach them must work to advocate for their needs. This book will help educators identify the needs of other students or the areas of privilege represented in the ELT world, where more advocacy work is needed. Key areas addressed are Social Justice and English Language Teaching: Setting the Stage; Peacebuilding and English Language Teaching; Positioning For Advocacy; Language Rights, Privilege, and Race; Gender and Sexual Orientation Justice; Working Across Borders/Advocating For Students; and Classroom Practices.

Author Biography

Christopher Hastings is an English Language Fellow with the U.S. Department of State's English Language Programs. He teaches at Academic Writing at ITMO University in St. Petersburg, Russia and has been teaching ESL and EFL since 2001. He has taught in China, Saudi Arabia, South Korea, Iraq, Colombia, Brazil, and the U.S. Laura JacobLaura Jacob teaches ESL at Mt. San Antonio College in Southern California. She has taught both Spanish and ESL for over 10 years and has lived in Japan, South America and India. She is passionate about advocating for the needs of English Language Learners in mainstream contexts.

# data[].attributes.attachment_link.title
Social Justice in English Language Teaching

# data[].attributes.attachment_link.description
Overview This inspiring and diverse collection of voices from the field in ESL and EFL contexts personalizes the issues TESOL educators face and serves as a resource for those wanting to address social injustices in their individual TESOL contexts.

# data[].attributes.headline
Ibrahim X. Kendi: The difference between being "not racist" and antiracist

# data[].attributes.subject
Ibrahim X. Kendi: The difference between being "not racist" and antiracist

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Ibram X. Kendi: The difference between being "not racist" and antiracist

# data[].attributes.attachment_link.description
There is no such thing as being "not racist," says author and historian Ibram X. Kendi. In this vital conversation, he defines the transformative concept of antiracism to help us more clearly recognize, take responsibility for and reject prejudices in our public policies, workplaces and personal beliefs.

# data[].attributes.body
Global citizenship is the umbrella term for social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale. The term can refer to the belief that individuals are members of multiple, diverse, local and non-local networks rather than single actors affecting isolated societies. Promoting global citizenship in sustainable development will allow individuals to embrace their social responsibility to act for the benefit of all societies, not just their own.

# data[].attributes.attachment_link.description
Global citizenship is the umbrella term for social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale.

# data[].attributes.body
What are you doing in your classes and schools to promote justice, equity and global citizenship?

What types of project-based learning do you incorporate into your curriculum?

How do you use technology to help your students make a difference in the world?

What are important global topics that you and your students enjoy exploring?

Email Rai Farrelly to share ideas.

rai.farrelly@colorado.edu

# data[].attributes.headline
United Nations Sustainable Development Goals

# data[].attributes.subject
United Nations Sustainable Development Goals

# data[].attributes.attachment_link.readable_text
Official Positions on English Language Teaching Issues

To advance its goal of improving public policy and understanding as outlined in its strategic plan, TESOL takes official positions on a broad range of issues related to the field of English language teaching. These positions are published as statements and papers, and they become official when the TESOL board of directors approves them.

Position Statements by Topic

Position Statement on Adult English as a Second or Additional Language Programs (March 2010; PDF)
TESOL urges countries where English is the common, dominant, or official language to make commitments to developing national systems of high quality, appropriate language and literacy services specifically tailored to the needs of adults learning ESL/EAL in their populations. These systems should involve all stakeholders in the review, creation, and implementation of education policies and be no less in quality, recognition, and support than the system in place for public primary, secondary, and higher education.

Position Statement on Adolescent English Language Learners in Adult ESL Programs in the United States (March 2006; PDF)
Adolescent English language learners are a broad and diverse group with many different needs. Compounding the challenges for these students in particular are cultural and social adjustments they often face as they meet the demands of U.S. high schools. TESOL strongly opposes efforts to encourage the early withdrawal of adolescent English language learners from high school in order to boost the academic ratings and test scores at the high school level.

Adult ESL Language and Literacy Instruction: A Vision and Action Agenda for the 21st Century (October 2001; PDF)
This discussion, which complements From the Margins to the Mainstream: The Action Agenda for Literacy (National Literacy Summit, 2000), focuses on the characteristics and needs of adults learning English as a second language, the programs that serve them, and the policies that affect them. Teachers of English for Speakers of Other Languages (TESOL) envisions a system for the education of adult English language learners that provides high quality language and literacy services for this linguistically and culturally diverse population.

TESOL Issues Joint Statement with EnglishUSA and UCIEP on Supporting International Students in Intensive English Programs (January 2017; PDF)
Position Statement on Academic and Degree-Granting Credit for ESOL Courses in Postsecondary Education (June 2012)

Position Statement on the Acquisition of Academic Proficiency in English at the Postsecondary Level (November 2010; PDF)
Because of the importance of securing an adequate foundation in academic English before commencing postsecondary coursework and the inherent variability in the rate of language development, it is essential that students, their financial sponsors, and the institutions they attend understand the need to be flexible with respect to the amount of time and financial support allotted for language study. Setting strict time and/or financial limits on the length of English studies, or pressure to exit students from such studies prematurely, are counterproductive and will undermine opportunities for academic success.

TESOL Issues Joint Statement with AAIEP, UCIEP on IEP Governance (January 2010; PDF)
TESOL issued a joint position statement with the American Association of Intensive English Programs (AAIEP) and the Consortium of University and College Intensive English Programs (UCIEP) regarding governance of IEPs on university and college campuses.

Position Statement on English Entrance Exams for Nonnative English Speakers at Schools and Universities (March 2009; PDF)
TESOL is concerned about the growing practice that formal, standardized English language tests are being used as the sole criterion to determine entrance to education programs at the tertiary education level. Moreover, the validity and reliability of the language tests used for this purpose are not always transparent. The high-stakes nature of this kind of testing makes it imperative that assessment practices are designed to fairly and accurately assess candidates' skills for program entrance.

Position Statement on Academic and Degree-Granting Credit for ESOL Courses (October 2008; PDF)
Courses for English language learners in academic institutions are often mischaracterized as remedial and are not always acknowledged for full credit and/or count toward graduation. TESOL advocates that institutions of secondary and tertiary education develop policies that identify those ESOL courses that will be credit-bearing upon successful completion and/or satisfy academic requirements for graduation purposes and that these institutions grant such courses appropriate credit hours.

Position Statement on the Value of Intensive English Programs in the United States (June 2004; PDF)
TESOL strongly supports and values the role IEPs play in promoting high quality education, collaboration in a global community, and respect for diversity and multiculturalism.

Position Statement on Accreditation for Intensive English Programs in the United States (March 2004; PDF)
TESOL supports and recommends accreditation for intensive English programs (IEPs) in the United States.

Position Statement on Degree-Granting Credit for ESL Courses (June 2000; PDF)
TESOL advocates that degree-granting credit be awarded to ESOL students for successful completion of coursework in English as a second or foreign language in institutions of higher education.

Social Issues and Diversity

White Paper on Discrimination in Education (November 2023)
TESOL International Association releases its White Paper on Discrimination in Education to address discriminatory practices impacting education, especially English language teaching professionals and the multilingual learners of English they serve. With a deep-rooted commitment to service and the values embodied through diversity, equity, inclusion, and access, TESOL's past, present, and future encourages all educators in addressing legislation, practices, and policies that limit or restrict opportunities and access to a quality education. This white paper highlights both the legacy and the path forward through scholarship, instruction, and advocacy in facing these challenges for affecting positive environments, opportunities, and outcomes throughout the world.

Position Statement on the Rights of Deaf Learners to Acquire Full Proficiency in a Native Signed Language (July 2009; PDF)
TESOL supports multilingualism and the right to advanced literacy in both native and second languages. In the case of Deaf students, TESOL recognizes and supports Deaf learners' right to become proficient in a signed language or written or spoken language(s), including English. For learners who are hearing impaired, the learning of signed language and the promotion of the Deaf community's linguistic identity are fundamental to engagement in the second language acquisition process and their need to participate fully in the Deaf community.

Position Statement Opposing Bullying, Harassment, and Hate Crimes (March 2009; PDF)
English language educators working with racial and linguistic minorities; women; and gay, lesbian, and transgendered people must make clear that diversity among human beings is not only to be tolerated but celebrated. As the global association for English language educators, TESOL values individual language rights, collaboration in a global community, and respect for diversity and multiculturalism. TESOL strongly opposes bullying, harassment, and hate crimes.

Position Statement on Fairness and Equity in ESL Program Reduction (March 2009; PDF)
When economic conditions necessitate cutbacks in funding, TESOL urges public policy makers and managers of educational institutions to exercise fairness and equity in administering program cuts so as not to disadvantage culturally and linguistically diverse student populations or those who may already be suffering the debilitating effects of poverty.

Position Statement on English as a Global Language (April 2008; PDF)
With English being taught globally for very diverse purposes, a singular or monolithic approach to the modeling of English is no longer tenable. TESOL encourages the recognition and appreciation of all varieties of English, including dialects, creoles, and world Englishes.

Position Statement on the Identification of English Language Learners with Special Educational Needs (March 2007; 90 KB PDF)
The disproportionate representation of culturally and linguistically diverse students in special education has become an issue that has received increased attention, especially in countries with a growing population of English language learners such as the United States. In identifying English language learners with special education needs, several key issues need to be addressed.

Position Statement on the Diversity of English Language Learners in the United States (October 2006; PDF)
Beginning in the 1990s, surges in immigration and other demographic trends in the United States have had dramatic impacts upon both the number and diversity of the students and adults referred to as English language learners. These complex and interrelated differences have a tremendous impact on the ways these individuals learn English and, even more importantly, on the time required for them to reach academic-level proficiency in English.

Position Statement Against Discrimination of Nonnative Speakers of English in the Field of TESOL (March 2006; PDF)
All educators should be evaluated within the same criteria. Nonnative English-speaking educators should not be singled out because of their native language. TESOL strongly opposes discrimination against nonnative English speakers in the field of English language teaching.

Position Statement on Multilingualism (October 2004; PDF)
Although TESOL's mission is to advance excellence in English language teaching, TESOL values and encourages multilingualism in all learners at every age and level. TESOL supports and encourages programs that foster skills in both first and additional languages.

Position Statement on International Education (March 2003; PDF)
TESOL values international education and exchange as a critical component of quality education at every level. TESOL therefore urges governments and institutions to promote and support international education and exchange.

Position Statement Opposing Discrimination (October 2001; PDF)
TESOL's official position statement opposing discrimination.

Position Statement on Language Rights (October 2000; PDF)

Position Paper on Family Involvement in the Education of English for Speakers of Other Languages (ESOL) Students (June 2000)
This position paper discusses TESOL's recommendations to improve family involvement in ESOL student education in the United States.

Position Statement on Native Language Support in the Acquisition of English as a Second Language (ESL) (December 1999)

Position Statement on the Acquisition of Academic Proficiency in English (August 1999: PDF)

Position Statement of the TESOL Board on African American Vernacular English (March 1997)
TESOL affirms that the variety of English known as African American Vernacular English, Black English, Ebonics, and sometimes by other names has been shown through research to be a rule-governed linguistic system, with its own lexical, phonological, syntactic, and discourse patterns and, thus, deserves pedagogical recognition.
This statement was approved by the TESOL Executive Committee in March 1997.

Position Statement of the TESOL Board on Language Varieties (October 1996)
TESOL encourages the recognition and appreciation of all varieties of English, including dialects, creoles, and World Englishes; recognizes the desirability of bi- and multidialectism, as well as bi- and multilingualism; promotes discussion and information dissemination regarding language varieties; advocates for dialect-fair assessment instruments and placement for students; and views positively the development of curricula that encourage awareness of language variation.
This statement was approved by the TESOL Board of Directors in October 1996.

Position Statement on Independent Short-Term TESL/TEFL Certificate Programs (July 2009; PDF)
A short-term TESL/TEFL certificate program typically is a full-time intensive program or a series of part-time online courses running 4-6 weeks or longer. Although accredited post-secondary institutions may offer credit-bearing TESL/TEFL certificate programs, independent TESL/TEFL certificate programs are typically neither accredited nor affiliated with an accredited post-secondary institution.

Position Statement on the Status of, and Professional Equity for, the Field of Teaching English to Speakers of Other Languages (June 2008; PDF)
It is TESOL's position that all educational authorities, government agencies, and academic institutions recognize the field of TESOL as a unique academic and professional discipline that is distinct from, but on par with, other academic subjects. Accordingly, TESOL recommends special and unique designation of the field.

Position Statement on Professionalization and Credentialing for Adult ESOL Educators (April 2008; PDF)
Educational authorities should view professionalization as a means to improve the quality of education and enhance program capacity, and thus make the professionalization of adult ESOL educators a priority.

Position Statement on Teacher Preparation for Content-Based Instruction (March 2008; PDF)
The emergence of CBI as a paradigm in language education, and its implementation across educational contexts, has radically changed the role of language teachers and the language curriculum in primary and secondary school settings and in post-secondary contexts.

Position Statement on Terminal Degree for Teaching English as a Second, Foreign, or Additional Language (October 2007; PDF)
A terminal degree is the generally accepted highest academic degree in a discipline or field of study. In addition to terminal degrees, many fields of study, especially those linked to a specific profession, make a distinction between a first professional degree and an advanced professional degree.

Position Statement on the Role of Teachers' Associations in Education Policy and Planning (October 2007; PDF)
TESOL strongly advocates that authorities at all levels recognize the right of teachers' association to exist, and that teachers' associations be accorded legal status. Furthermore, TESOL urges that authorities encourage the active participation of teachers and their associations in the process of transforming education, and in educational planning and policy making.

Position Statement on Teacher Credentialing for Teachers of English to Speakers of Other Languages in Primary and Secondary Schools (June 2007; 86 KB, PDF)
To ensure that English language learners are being taught by appropriately qualified educators, educational authorities should establish and require unique credentialing procedures and programs for qualified and trained ESL/EAL/EFL and bilingual educators and specialists working in public schools.

Position Statement on the Status and Rights of Teachers (March 2007; 100 KB PDF)
According to the United Nations' Universal Declaration of Human Rights, everyone has the right to an education. Teachers play an essential role in educational advancement, and teaching should be regarded and respected as a profession.

Position Paper on Equitable Treatment for Part-time, Adjunct, and Contingent Faculty (March 2003, amended June 2006; PDF)
TESOL has long opposed excessive use and exploitation of part-time, adjunct, and contingent and adjunct faculty, because it undermines academic quality and freedom and respect for teaching.

Position Statement on Highly Qualified Teachers Under No Child Left Behind (February 2005; PDF)
TESOL recommends that teachers of English language learners who are fully credentialed by their state in bilingual education, ESL, or English for speakers of other languages (ESOL) be recognized as and considered highly qualified under No Child Left Behind.

Position Statement on the Preparation of Pre-K-12 Educators for Cultural and Linguistic Diversity in the United States (October 2003)
TESOL holds that all pre-K-12 educators need to receive specialized training and preparation in the skills necessary to effectively manage culturally and linguistically diverse classrooms.

Position Statement on Professional Equity for the Field of Teaching English to Speakers of Other Languages (October 2003; PDF)
TESOL is in favor of commensurate salaries, benefits, working conditions, and workloads across disciplines in order to foster academic and intellectual equity and integrity in academic institutions and in society at large. This position statement was approved by TESOL's board of directors in 2003.

Position Statement on Teacher Quality in the Field of Teaching English to Speakers of Other Languages (June 2003; 93 KB, PDF)
TESOL's official Position Statement on Teacher Quality for ESL/EFL professionals.

Position Statement on Local Flexibility in the Education of English Language Learners (June 2003; PDF)

Position Paper on High-Stakes Testing for K-12 English-Language Learners in the United States of America (March 2003; PDF)
This paper discusses TESOL's position on high-stakes testing for pre-K-12 students.

Assessment and Accountability of English for Speakers of Other Languages (ESOL) Students (June 2000)
In the era of standards-based reform, assessments are commonly used to measure student achievement. This is an outline of assessment issues that come to bear on English for speakers of other languages (ESOL) students, their teachers, and the services received.

U.S. Education Policies and Legislation

Position Statement on Immigration Policy and Reform in the United States (August 2017; PDF)
As a nation of immigrants, the United States has grown and prospered through the measurable and immeasurable economic, linguistic, and cultural contributions of all immigrants, and continues to do so today. TESOL strongly urges open, respectful, and reasoned debate, free of heated and insensitive rhetoric that will only inflame anti-immigrant sentiment.

Increasing Academic Achievement and Enhancing Capacity for English Language Learners: Principles and Recommendations for the Reauthorization of the Elementary and Secondary Education Act (March 2011; PDF)
The TESOL Board of Directors approved a revised set of principles and recommendations for the reauthorization of the Elementary and Secondary Education Act in the U.S.

TESOL and AZ-TESOL Joint Statement on the Arizona Teacher English Fluency Initiative (May 2010; PDF)
TESOL and its Arizona affiliate AZ-TESOL have great concerns about this teacher English fluency evaluation initiative and its impact upon English language learners. Nonnative English-speaking educators should not be singled out because of their native language, nor evaluated based on arbitrary standards of language fluency.

Statement of Principles and Preliminary Recommendations for the Reauthorization of the Elementary and Secondary Education Act (October 2006, Amended October 2007; 88 KB PDF)
As the Congress and the administration look toward the reauthorization of ESEA in 2007, TESOL advocates that the following principles be used to guide the reauthorization process to help ensure the academic success of English language learners. This is an amended version of the position statement approved in June 2006

Position Statement on Immigration Reform in the United States (June 2006; 69 KB, PDF)
In the debate over immigration reform in the United States, proposals to the immigration system have ranged from purely punitive measures to indiscriminate amnesty. Because of the complex issues that surround immigration, any reform of the U.S. immigration system needs to be fair, equitable, and comprehensive.

Position Paper on Assessment and Accountability under NCLB (October 2005; PDF)
Since its passage, the No Child Left Behind Act of 2001 (NCLB) has fundamentally altered the educational landscape in the United States. Its purpose is laudable: "to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind" (1425). However, its implementation has presented significant challenges to schools as they serve the growing number of English language learners--a group NCLB was specifically intended to help.

Position Statement on U.S. Visa Policy (October 2005; PDF)
Much has been written about the increased difficulties international students and educators have faced when attempting to come to the United States to study. TESOL calls upon the U.S. government to provide a coherent visa policy, to create a timely and transparent visa process, and to refine controls and procedures to efficiently focus resources on those that require special screening.

Position Paper on English-Only Legislation in the United States (June 2005; PDF)
English-only, Official English, and English First are various names used by a movement whose goal is to have English declared the official language of the United States, so that all government business is conducted only in English. TESOL has historically opposed such restrictive language policies, as stated by its Resolution on Language Rights (1987) and its Position Statement on Language Rights (2000).

Position Statement on U.S. Visa Issues for International Students and Educators (June 2005; PDF)
TESOL urges U.S. policy makers and those who implement the policies to enact measures that ensure that all international students and educators are treated with respect and dignity, and to facilitate their opportunities to study in the United States.

Position Statement on Research and Policy (February 2005; PDF)
A strong commitment to research as a means of improving professional knowledge is vital to the field of teaching of English to speakers of other languages (TESOL). This paper discusses the association's position on research and policy.

Position Statement on the Redesign of the U.S. Citizenship Exam (October 2004; PDF)
TESOL urges test developers to continue to seek guidance from adult educators at each step to ensure that the test is fair and appropriate for the many examinees who have limited experience with formal education and standardized test formats.

Position Statement on the Use of B-Visas for Short-Term Language Study (June 2004; PDF)
TESOL supports the use of B-visas, the visa category used by the Department of State for tourists and business visitors, for short-term language study in the United States.

Position Paper on Language and Literacy Development for Young English Language Learners (March 2010; PDF)
In this position statement, TESOL makes six key recommendations regarding language and literacy development for young learners. The statement was first approved by the Board of Directors in October 2001, and revised in March 2010.

Position Statement on Teaching English as a Foreign or Additional Language to Young Learners (October 2009; PDF)
Although research has suggested that age may have an effect as to the way a language is learned, age alone does not determine success in learning a foreign language. As various sociocultural contexts, government policies, and historical language practices will all impact the success or failure of a language instructional program, there is no single best way to implement an English as a foreign or additional language (EFL/EAL) program for young learners.

English Language Teaching Profession

Position Statement on Terminology: An Asset-Based Approach (2024; PDF)
TESOL International Association (TESOL) advocates for the adoption of asset-based language within the English language teaching (ELT) profession and emphasizes the importance of proper representation in all contexts.

Would you like to submit an advocacy action request?

TESOL provides an Advocacy Action Request portal for any needs not addressed or for any developing or changing circumstances that impact the ELT profession and the MLEs we serve. TESOL will review all requests in context of its Action Tree and Policy Priorities and will respond within 4 business days.

# data[].attributes.attachment_link.title
Position Statements | TESOL | International Association

# data[].attributes.attachment_link.description
Official Positions on English Language Teaching Issues To advance its goal of improving public policy and understanding as outlined in its strategic plan, TESOL takes official positions on a broad range of issues related to the field of English language teaching.