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TESOL practitioners from all over the world share insights, activities, research, and resources. Dive into the blog and find what's useful in your context.

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Few activities in the ESL speaking class are as challenging for students as presentations. Giving one can be overwhelming because it involves so many different skills-from fluency, pronunciation, and grammar to clear organization and smooth delivery.

Giving a presentation online brings additional difficulties for students. Gestures must be smaller and eye contact is with the impersonal camera. In addition, some students have trouble with bandwidth or privacy at home, making a live presentation difficult.

And these online presentations are problematic in other ways. When students use slides, for example, they can spend as much time on graphic design as the actual presentation; additionally, with slides filling the screen, the student's own image is so small that delivery skills are hard for the teacher to judge. With a large class, a long series of presentations can make it hard for other students to stay focused as they watch their peers. This is exacerbated because when presenting online, there is a greater temptation for students to read from a script off-camera, making presentations monotonous.

Here are six tips for more successful online presentations that address these challenges. Continue reading

Judie Haynes

In December, 2020 I heard from many teachers who reported how stressed and burnt out they felt. One of my fellow NJTESOL/NJBE Executive Board members, LeighAnn Matthews, wrote on her Facebook page,

I consider myself a pretty positive and upbeat person. I don't complain. But I am tired. I'm exhausted. Burnt out. The weight of worrying and keeping track of literally 100s of English learners is catching up with me. What's going on at home? Why aren't the students coming to school? Are they OK? What do they need?

These are unprecedented times. Most of you have had to adopt changes in your teaching environments, moving from face-to-face instruction to virtual or hybrid environments. Families of your English learners (ELs) might be in crisis as parents lose their jobs or need to stay home to help their children with their schooling. Your responsibilities have probably grown during the pandemic. Your district may rely on you to translate notices to the parents of your students. They may expect you to troubleshoot difficulties that your ELs have in academic classes. You may feel fatigued and overwhelmed. Most teachers reported that they found it easier to set boundaries when teaching in-person than they did in a virtual classroom. Continue reading

Happy New Year and welcome to another edition of the TESOL Games and Learning blog!

As many educators come off a hopefully restful winter break, I wanted to take time this month to revisit a piece of software featured in my April 2020 blog post: Open Broadcaster Software (OBS)-a free and open-source broadcasting software used extensively in video game streaming on Twitch, YouTube, and more.

For teachers entering another semester of remote learning, OBS is a fantastic addition to your digital toolkit, and so this month I wanted to do a slightly deeper dive into the software. With OBS, you can combine a variety of sources onto your screen to navigate between resources more effectively without the need to share, unshare, and reshare your screen in meetings via Zoom, Teams, Facebook Live, or more. Let's take a look. Continue reading

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Few activities in the ESL speaking class are as challenging for students as presentations. Giving one can be overwhelming because it involves so many different skills-from fluency, pronunciation, and grammar to clear organization and smooth delivery. Giving a presentation online brings additional difficulties for students.

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National Geographic Learning brings age-appropriate content to young learners of English. Fun and fascinating information about the real world, with stunning images and video, gives learners the essential English language, skills, and knowledge needed to understand their world – all while learning English!

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"national geographic learning" "cengage learning" "national geographic" "young learners" "our world" "joan shin" "joan kang shin" "teaching english" "teachin...

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National Geographic Learning: Young Learners

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At National Geographic Learning, a part of Cengage Learning, we bring age-appropriate National Geographic content to young learners of English. Fun and fascinating information about the real world, with stunning images and video, gives learners the essential English language, skills, and knowledge needed to understand their world - all while learning English!

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This is another Padlet I'm building with a collection of authentic listening texts and sites.

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The ESL for Equality podcast brings teachers the latest developments in English language learning for refugees and immigrants. We discuss teaching and learning strategies, curriculum development, and policy that affects our learners. We speak with those driving the field forward and hear stories from refugees during their language acquisition journey.

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ESL for Equality - English Language Resources for Teachers

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ESL for Equality – English Language Resources for Teachers

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The ESL for Equality podcast brings teachers the latest developments in English language learning for refugees and immigrants. We discuss teaching and learning strategies, curriculum development, a…

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This Padlet is a collection of resources for anyone who would like to find work as a TESOL practitioner teaching English as an additional language - anywhere in the world!

You'll find links to:
- Job boards
- ELT resources
- Teacher blogs
- Testimonies from other teachers

You can leave comments below posts to add your input on the various resources, including experiences you've had with particular placement agencies, ELT programs, resources, etc. The comments may be condensed at some point into a 'fresh' post with input organized into lists of advice/recommendations.

You can also email me if you have additional resources you recommend adding: rai.farrelly@colorado.edu

Feel free to make a copy of this page and curate your own list for your students and colleagues.

Thank you!
Rai Farrelly
Associate Teaching Professor
University of Colorado Boulder, USA

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TESOL Connections has an archive of 10+ years worth of articles that highlight effective practices in ELT. You'll find so many ideas for teaching the language skills and subskills, and so much more!

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Browse Available Back Issues of TESOL Connections

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TESOL Connections is the newsletter of TESOL International Association
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Active TESOL members may read current and recent issues of TESOL Connections online at http://www.tesol.org/tc . Inclusion in TESOL Connections does not constitute an endorsement by TESOL.

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A resource from: The American English website, which provides resources for teaching and learning English as a Foreign Language (EFL), exploring American culture, and encouraging conversation within the global EFL community.

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TESOL International Association Career Center

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TESOL International Association Career Center

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TESOL Career Center | jobs | Choose from 81 live job openings

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Search for your next job from 81 live job openings, or upload your resume now and let employers find you

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Boosting Your English Listening Skills

Randall's ESL Cyber Listening Lab has been providing online English listening comprehension activities for ESL and EFL learners since 1998. Visit Randall's other Web sites at DailyESL.com, EZslang.com, and Trainyouraccent.com for more language practice.

General ESL Listening Quizzes

Activities focus on everyday English comprehension skills at three levels based on content, voices, vocabulary, and natural speed. A combination of adult, teenage, and children's voices are included.

Explore More English Listening Activities

Randall has created a variety of other ESL listening activities to improve your comprehension, speaking, vocabulary, and cultural awareness.

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Randall's ESL Cyber Listening Lab - English Listening

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Randall's ESL Cyber Listening Lab helps ESL and EFL learners improve their English listening comprehension skills through conversations.

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Resources for Ethical, Antiracist Practice

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Resources for Ethical, Antiracist Practice

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This is a Padlet I created to accompany a workshop on Antiracist and Ethical TESOL Practices.

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This is a Padlet I created to compile resources related to Global Citizenship Education and integrating Social Justice themes into our teaching.

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About: Cult of Pedagogy is run by a team of people committed to making you more awesome in the classroom.

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Placing Identity at the Center of Socially Just Classrooms

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Placing Identity at the Center of Socially Just Classrooms

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In this article, the authors draw upon Social Justice Standards: The Learning for Justice Anti-Bias Framework (Chiariello et al., 2022). Of the four domains delineated in the standards (identity, diversity, justice, and action), we focus here on identity, highlighting the recurring theme of multiple identities.

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Placing Identity at the Epicenter of Socially Just Classrooms

Advancing social justice-equitable and inclusive participation-in English language classrooms has become paramount in order to cultivate intercultural competence among multilingual learners (MLLs). Delivering activities designed to empower the multiple and overlapping identities of MLLs has the effect of resituating their critical language narratives from the periphery to the core of the curriculum.

The question for instructors then becomes: How can activities be designed to place the multiple identities of students at the epicenter of a socially just classroom?
Embracing Multiple Identities
In this article, we draw upon Social Justice Standards: The Learning for Justice Anti-Bias Framework (Chiariello et al., 2022). Of the four domains delineated in the standards (identity, diversity, justice, and action), we focus here on identity, highlighting the recurring theme of multiple identities. Following are the identity anchor standards from the framework (p. 1):
Identity

1. Students will develop positive social identities based on their membership in multiple groups in society.

2. Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups.

3. Students will recognize that people's multiple identities interact and create unique and complex individuals.

4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people.

5. Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.

Our objective is two-fold. First, we, as social justice practitioners, serve as facilitators who strive to create brave spaces, such as nonjudgmental circles (in synchrony with Native American traditions) and communities of belongingness for MLLs. Second, we develop materials and activities that empower MLLs to include and share their stories within a safe, affirming classroom community.
4 Activities for Creating Brave Spaces and Communities of Belongingness
In the following sections, we describe the purpose, preparation, and procedure for four sample activities that accomplish these goals.
1. Identity Mapping and Story Sharing
Purpose: To begin guiding students through the process of exploring their intersecting identities

Preparation and Materials: Paper and pen, or access to word processing software. (Optional: a written or spoken text on identity, e.g. Chimamanda Ngozi Adichie's TedTalk, " The Danger of a Single Story," to introduce the topic.)

Introduce the notion of identity (e.g., religion, race, gender, profession) through the use of a short article, talk, and/or discussion questions.

Students brainstorm identities in small groups and then pool their ideas in a class discussion.

Students create a three-by-three table to form a total of nine squares. In each square, they enter one of their identities (see Figure 1).

Figure 1. Identity map sample.

You can remind students that it is neither desirable nor possible to include all one's identities in the nine squares of the identity map. Students should select the identities that are most meaningful to them personally. You might also encourage students to consider identities that are both important to their sense of self as well as unwelcome labels that others have projected onto them.

After completing their identity maps, students reflect on stories related to their identities. For example, the time the student overheard an unwelcome comment about her hijab or the party the student's family held to celebrate her college graduation. Have students write at least one identity-related story as a journal entry.

If comfortable, students may share either their full identity maps or one or two identities with a partner or small group. They can also tell each other the identity-related story they wrote in their journal entry.

This identity map can be used as a springboard for a variety of other activities, such as the following Activities 2-4.

2. Creating an "I Am" Poem and Delivering a Poetry Slam
Purpose: Over two lessons, to reflect on and compare how one's self-identity differs from societal perceptions and constructions of the "Other"

Preparation and Materials: Your visual aid or photograph to model your "I Am" poem. Have each participant bring their own visual aid or photograph for their own poems. In alignment with Native American and restorative justice practices, place chairs in a circle. The circle provides a sense of equality and belongingness in the group.

Invite each participant to join in a circle.

Model the activity by showing each circle member your photograph or visual aid (see Figure 2), and read aloud your poem (see Figure 3) as the visual aid or photograph passes through the hands of each circle member.

For the following lesson, have each circle member bring a visual aid or photograph and their own "I Am" poem. For intermediate levels ( B1-B2), students would just make "I am" statements for each line. For the advanced levels ( C1-C2), students have more flexibility, as suggested by the example in Figure 3.

Participants join the circle. Taking turns, each circle member passes their visual aid or photograph to other members of the circle as they recount their "I Am" poem. You might not want to have a time limit for each circle member. Rather, encourage each circle member to engage in the art of poetry slamming and storytelling-without limits. After each circle member shares their "I Am" poem, the circle, as a collective, thanks the storyteller for sharing their story with the circle at large.

Figure 2. Visual aid for an "I Am" poem. ( Click here to enlarge)

Figure 3. Example of an "I am" poem. ( Click here to enlarge)
3. Double-Entry Journal Storytelling
Purpose: To examine and relate to poem excerpts addressing the visibility, invisibility, multiplicity, and intersection of "Other" identities

Preparation and Materials: Provide a poem for modeling. (In this example, we use " Others Are Us " by Nathalie Handal.) Create a two-column journal for each participant (see Figure 4). Place chairs in a circle.

Create a circle.

Invite each circle member to select three quotes from the poem and record them in the left column, including the line number of the poem, and then write what each excerpt means to them and how they connect to it in the right column.

Model the selection of poem excerpts and demonstrate how the circle members may share their individual connections and interpretations of the poem.

Taking turns, each circle member shares double-entries with the rest of the Double-Entry Journal Circle. You might want to allocate an appropriate time limit (3 minutes) for each participant.

Discuss similarities and differences in poem analyses and interpretations in terms of our own individual and societal assumptions and perceptions about identity.

Compare and contrast what accounts for the variances regarding how one self-identifies vis-a-vis societal constructions (and perceptions) of the identities of the "Other," as well as the phenomenon of "being visible" and "being invisible." After each circle member shares their double-entries, the circle, as a collective, thanks the storyteller for sharing their story with the circle at large.

"He said I was different because I was dark" (Handal, 2021, Line 1).

This quotation really resonated with me. Why? In the African-American and Korean cultures, the color of one's skin is paramount. Case in point, in Korea my maternal grandparents' servants were instructed to "keep me out of" the sun. Since I was racially mixed, my grandparents wanted to make sure that I was not "too dark." Moreover, people who work in the sun are placed in a different social class. Hence, my grandparents did not want me to be mistaken for a manual laborer.

Figure 4. Sample double-entry journal.
4. Identity-Based Poster Presentations
Purpose: To explore the importance and personal meaning of an identity or intersecting identities

Preparation and Materials: A small poster board or access to an online platform (e.g., Padlet) for creating a poster-like document.

From their identity maps (Activity 1), students choose one or more identities that are particularly meaningful or important to them.

Students write multiple journal entries about their identities. Here are some suggested journal prompts:

Tell a story related to this identity or these intersecting identities.

Write about people you know who share this identity or these intersecting identities.

Describe how this identity or these intersecting identities make you feel and either draw or collect images representing these feelings.

Make a list of famous people (writers, artists, politicians, scientists, etc.) who share this identity or these intersecting identities.

Students create a poster based on their journal entries. There is no "right answer" to what they include on their posters. Some students might make a collage. Others might write a story. Still others might create a word cloud.

Students share their posters with classmates, describing why they chose a particular identity or intersecting identities and the significance of each item on their poster.

Conclusion
These activities are just some of the many ways in which instructors may engage students in the exploration of the identity domain. Using the target language, MLLs are empowered to tell their stories. As a result, they are forging greater connections with their classmates, affirming positive social identities, and creating a sense of belongingness.
References
Chiariello, E., Olsen Edwards, J., Owen, N., Ronk, T., Wicht, S. (2022). Social justice standards: The Teaching Tolerance anti-bias framework. (2018). Teaching Tolerance. https://www.learningforjustice.org/frameworks/social-justice-standards

Handal, N. (2021). Others are us. Poetry, 217(6). Retrieved from https://www.poetryfoundation.org/poetrymagazine/poems/155502/others-are-us.
Nancy Kwang Johnson, MAT-TESOL (USC), MPA, PhD (Cornell University, Government), CATESOL Education Foundation president, CATESOL DEI chair and founding executive director of the MA in International Affairs program (University of New York Tirana), has two decades of higher education experience in Albania, Canada, France, Senegal, Serbia, and the United States.
Nicole Brun-Mercer is currently the associate director of English Language Support Programs at Boise State University. For more than 20 years, Dr. Brun-Mercer has taught English and trained teachers in France, Guinea, Russia, Switzerland, and the United States. She has published and presented professionally on materials development, DEIB (diversity, equity, inclusion, and belonging), corpus linguistics, lexicogrammar, reading, and composition.

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Placing Identity at the Epicenter of Socially Just Classrooms Advancing social justice-equitable and inclusive participation-in English language classrooms has become paramount in order to cultivate intercultural competence among multilingual learners (MLLs). Delivering activities designed to empower the multiple and overlapping identities of MLLs has the effect of resituating their critical language narratives from the periphery to the core of the curriculum.

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Learning for Justice seeks to uphold the mission of the Southern Poverty Law Center: to be a catalyst for racial justice in the South and beyond, working in partnership with communities to dismantle white supremacy, strengthen intersectional movements and advance the human rights of all people.

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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2022 JET Program Application

The application for the 2022 JET Program will be opening on Tuesday, September 28th, 2021! Applications will close on Friday, November 12th at 11:59pm HST.

Meet and Talk with JET Office

Our offices across the US will be holding information sessions this fall. Join for a chance to talk to our Program Coordinators and JET Alumni! Check out our map of our upcoming events.

Get Answers

Before submitting your application, please check our FAQ!

Welcome to the Japan Exchange and Teaching (JET) Program. Founded in 1987, JET has sent more than 70,000 participants from around the globe (including more than 35,800 Americans) to work in schools, boards of education, and government offices throughout Japan. What makes JET unique is that it is the only teaching exchange program managed by the government of Japan. With more than 55 countries around the world currently participating in JET, this program offers a unique cultural exchange opportunity to meet people from all around the world, living and working in Japan. Before departing for Japan and upon return, there are a number of JET alumni organizations that host social, volunteer and professional development activities to help individuals through the transition process. Becoming a JET puts you in an elite network of incredible individuals. Join us for the adventure of a lifetime!

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JET Program USA - The Experience of a Lifetime

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The application for the 2022 JET Program will be opening on Tuesday, September 28th, 2021! Applications will close on Friday, November 12th at 11:59pm HST. Our offices across the US will be holding information sessions this fall. Join for a chance to talk to our Program Coordinators and JET Alumni!

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English Program in Korea Copyright 2013 EPIK. All Rights Reserved. Tel : +82-2-3668-1400 Fax : +82-2-765-9947 #191, Jeongjail-ro, Bundang-gu, Seongnam-si, Gyeonggi-do, 13557, Rep.of KOREA

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U.S. Fulbright English Teaching Assistant Program

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U.S. Fulbright English Teaching Assistant Program

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The Fulbright U.S. Student Program expands perspectives through academic and professional advancement and cross-cultural dialogue. Fulbright creates connections in a complex and changing world. Explore open awards here: https://us.fulbrightonline.org/applicants/award-search

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ESL Jobs, TEFL Jobs, TESOL Jobs at ESLemployment.com

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II►Free ESL / TEFL / TESOL jobs and career opportunities. Search the latest English Teaching jobs today at ESLemployment.

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Welcome to Dave's ESL Cafe, the leading destination for all things ESL. From job opportunities and teaching resources to grammar guides and community forums, we're here to help you navigate the world of ESL. Whether you're a teacher, learner, or employer, explore a universe of possibilities with us.

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Literacy Education and Second Language Learning for Adults - LESLLA

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Literacy Education and Second Language Learning for Adults - LESLLA

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Literacy Education and Second Language Learning for Adults

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Useful Websites

There are many websites that are the go-to resource for LESLLA educators. Click here to access our growing international collection.

curriculum and Materials

Materials designers are finally starting to consider the LESLLA population when creating classroom texts. Click here to see what's available.

Professional development

Visit this page to learn about unique professional development opportunities relevant to LESLLA teachers.

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Teacher Resources - Literacy Education and Second Language Learning for Adults

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There are many websites that are the go-to resource for LESLLA educators. Click here to access our growing international collection. Materials designers are finally starting to consider the LESLLA population when creating classroom texts. Click here to see what's available. Visit this page to learn about unique professional development opportunities relevant to LESLLA teachers.

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Literacy Education and Second Language Learning for Adults

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In order to support maintenance and development of adult migrants' mother tongues/heritage languages, resources, particularly reading materials, are needed in a wide range of languages. This online resource hub provides links to sites around the world that have made available digital reading materials. The Hub is dedicated to languages that are less widely spoken, or more dispersed in the diasporas, and do not have literature that is easily accessible to these adult learners. The web sites (which belong to non-profit organizations) provide access to a range of easily downloadable materials in hundreds of languages spoken around the world. Most of the materials are free, some are available for a small fee.

While most of the materials are written for children (unless otherwise stated in the description), some are for adolescents and adults. They provide valuable resources for reading together in families.

Take a look, use these materials with the learners you are working with, encourage them to use them themselves and with their families and children, and let us know if these are helpful. Suggestions for improving this collection of links are very welcome. You can write to joy@peytons.us with any suggestions or questions that you have.

Online Resource Hub Development Team

Ian Cheffy, Literacy and Education Senior Consultant, SIL International

Belma Haznedar, Boğaziçi University, Istanbul, Turkey

Fernanda Minuz, Johns Hopkins University - SAIS Europe (retired), Bologna, Italy

Katharine Miles, Content Assistant, FlashAcademy

Joy Kreeft Peyton, Senior Fellow, Center for Applied Linguistics

Martha Young-Scholten, School of English Literature, Language & Linguistics, Newcastle University

﻿Theresa Wall, Member at Large

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Overview - Literacy Education and Second Language Learning for Adults

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In order to support maintenance and development of adult migrants' mother tongues/heritage languages, resources, particularly reading materials, are needed in a wide range of languages. This online resource hub provides links to sites around the world that have made available digital reading materials.

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AWARDS AND NOMINATIONS

We're thrilled to be recognized as one of the best Teach Abroad organizations and these awards reflect our commitment to delivering an exceptional standard of professional support, training and experiences to our community of teacher travelers worldwide.

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TravelBud - Teach English and Travel Abroad Experiences

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We're thrilled to be recognized as one of the best Teach Abroad organizations and these awards reflect our commitment to delivering an exceptional standard of professional support, training and experiences to our community of teacher travelers worldwide.

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Since 1947, nonprofit study abroad and intercultural exchange organization CIEE has been bringing the world together, advancing peace by building bridges of mutual understanding between different people, different countries, and different cultures.

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CIEE TEFL Certification and Placement Assistance

CIEE's 150-hour TEFL certification course will prepare you to be a successful teacher of English as a Foreign Language and will make you an attractive candidate to employers. CIEE's TEFL courses are accredited by ACCET, which is recognized by the U.S. Department of Education.

By enrolling in a CIEE TEFL course, you will have access to free teacher placement assistance, including in Chile, Hungary, and Spain.

Learn More About the Experience of CIEE Teachers During COVID-19

COVID-19 Updates

The safety of CIEE participants is our highest priority, and all our decisions reflect that commitment to participant safety.

CIEE Teach Abroad continues to offer programs in China, South Korea, Spain, and Thailand. In some locations there are new visa or entry requirements related to COVID-19 and CIEE supports participants with navigating these requirements.

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CIEE's 150-hour TEFL certification course will prepare you to be a successful teacher of English as a Foreign Language and will make you an attractive candidate to employers. CIEE's TEFL courses are accredited by ACCET, which is recognized by the U.S. Department of Education.

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Teaching abroad is an exceptionally fun and fulfilling way to travel, while also gaining skills and connections to build a career with. Due to the demand for English skills worldwide, teaching jobs abroad could take you to almost any corner of the globe!

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Teach English Abroad | Teach Abroad Programs | GoAbroad.com

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Learn all about teaching abroad! Use our reviews, guides, articles, comparison tool, and program matching services to find the best teaching job for you.

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Videos about Teaching English to Young Learners (TEYL)

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Videos about Teaching English to Young Learners (TEYL)

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This is a YouTube Channel devoted to preparing teachers to effectively engage young learners of English around the world. Joan Shin is a dedicated TESOL professional with expertise in TEYL - and she loves to teach with songs! ;-)

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Rachel's English - Focus on Pronunciation

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Rachel's English - Focus on Pronunciation

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Rachel's English is your online American English pronunciation resource.  New videos added every week!

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International Association of Teachers of English as a Foreign Language (IATEFL)

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International Association of Teachers of English as a Foreign Language (IATEFL)

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Linking, developing and supporting English Language Teaching professionals worldwide

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Our IATEFL Ambassadors having been taking part in livestreams, talking about their backgrounds, their connections to IATEFL, how they benefitted, and how the association can help English language teaching professionals develop.

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Africa English Language Teachers Association (Africa ELTA)

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Africa English Language Teachers Association (Africa ELTA)

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Africa ELTA is the Africa English language teacher association. It is an international regional registered non-profit organization serving English language teachers and teacher associations in Africa.

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Learn about professional development opportunities for English language educators within your local community. TESOL is affiliated with more than 100 independent associations worldwide with a total membership of more than 47,000 professionals worldwide.

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Great article on antiracist genre pedagogy with specifics for use in the classroom

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Podcast about teaching writing

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Explore relevant content for prospective applicants and current applicants below. Gain valuable professional experience and build your international community with TAPIF.

Overview

The Teaching Assistant Program in France (TAPIF) is one of Villa Albertine's longest running and most sought-after programs. Each year, TAPIF places around 1,200 Americans into French public schools to work as English language teaching assistants for 12 hours a week.

TAPIF works with France Éducation international (FEI) to place language assistants in classrooms of all ages across metropolitan France, French Guiana, Guadeloupe, Martinique, and La Réunion. The seven-month contracts, which can be renewed three times (consecutively or not), enable young adults to gain valuable classroom experience, improve their French language skills, and immerse themselves in the francophone world. TAPIF is the American version of the worldwide Programme des Assistants de langue en France managed by FEI.

After completing the TAPIF program, teaching assistants pursue global careers in education, international business, public health, international policy and development, arts and culture administration, and more.  All TAPIF alumni gain access to generous scholarships with our partner universities in the US and France for MA and PhD studies in French, Lingustics, Business, and more! There are over 30,000 TAPIF alumni around the world.

Applications and Eligibility
Application Timeline:
November 3 2025 - March 15, 2026
Eligibility Requirements
To be eligible, applicants must meet all the following conditions:

Be a U.S. citizen or permanent resident with a valid passport through the end of the contract in France.

Be aged 20-35

Have completed at least three years of higher education.

Be a native English speaker with intermediate proficiency in French (B1 level on the CEFR scale).

Accepted applicants may participate in the program up to three times - four times in total.

Applying

Apply here for the next cycle by March 15, 2026.

Job Duties

To be eligible, applicants must meet all the following conditions:

Assist English teachers for up to 12 hours per week at a maximum of three schools.

Lead all or part of a class in English.

Facilitate discussions in English.

Organize small group tutoring sessions.

Deliver presentations related to American studies.

The contract runs from October 1 to April 30.

Location

TAPIF offers positions across all 30 regions of metropolitan France and in the overseas departments of French Guiana, Guadeloupe, Mayotte, Martinique, and la Réunion. Applicants may indicate up to three regions of preference on their application. Accepted applicants are notified in April and receive placement in their Académie (school district). Participants will not know the exact city or schools where they are placed until the summer before they travel to France.

Contract Length

All teaching contracts last seven months, from October 1 through April 30.

Short-term contracts, summer contracts, and alternative start dates are NOT available. Following their contract end date many participants choose to exit the Schengen Zone before the date on their visa and may return to France to spend a total of three additional months in France/Europe as tourists the summer.

Renewing or Reapplying

Americans may participate a maximum of three times in the TAPIF program. If you are applying for an assistantship for a consecutive year, you will need to apply to renew your contract through France Éducation international. Renewal is contingent upon a positive review from the host institution, whether or not the assistant wishes to remain at their institution or be transferred to another school or Académie, among other factors.

If you are applying in non-consecutive years (ex. You were an assistant in 2017-2018 and now you are applying again for 2024-2025) you must apply through the general TAPIF application. In this situation, we review applications with the same criteria as first-time assistants, however we systematically place former assistants who are accepted on the waiting list.

Financing and Support

Stipend: €1,010.67 per month gross, approximately €810 per month net (slight variations possible due to region-dependent local deductions).

Due to the higher cost of living in the overseas departments, assistants in those regions are paid an additional 30% to 35%. The stipend provides enough money to live the lifestyle of a typical undergraduate student in most regions of France (but NOT Paris due to the very high cost of living in the capital region). No additional support is provided for travel to France or for dependents. Assistants are responsible for making their own living arrangements, however about 50% of assistants who are placed at the secondary school level are offered the possibility of boarding by their schools for little to no cost.

Personal funds are needed for the initial period of the contract, to book a flexible flight and to secure housing. We recommend that participants save around $5,000 to pay for their first few months in France.

Health Insurance

Assistants receive health insurance through the French national healthcare system known as the Sécurité sociale. The "Sécu" covers 70% of medical costs, 35-65% of prescriptions, and 80% of hospitalization fees in France. The plan does NOT cover the costs of travel outside of France, returning to the U.S. for medical treatment, or repatriation of remains.

Joint Applications

TAPIF to Teacher offers teaching assistants in France a full scholarship to study for a graduate teaching certificate from the Université de Nanterre online while working for TAPIF. Awardees may then transfer these graduate credits to partner universities in the U.S. to complete a MAT. More information here.

Prospective language assistants may apply to work for TAPIF and be funded by the US Fulbright ETA Program simultaneously. More information on the benefits and requirements for this dual application are accessible here. Applicants must apply and be accepted to both programs, taking into account the different deadlines.

In partnership with Middlebury Language Schools and schools abroad, up to four selected teaching assistants will have the opportunity to obtain their Masters of Arts in Applied Languages in tandem with their 12-hour work contract with TAPIF in Paris. Interested candidates apply for both TAPIF and the MA in Applied Languages by January 15.

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Teach English in France (TAPIF) - French Culture

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The Teaching Assistant Program in France (TAPIF) is one of Villa Albertine's longest running and most sought-after programs. Each year, TAPIF places around 1,200 Americans into French public schools to work as English language teaching assistants for 12 hours a week.

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The Lillian Carter Award recognizes the extraordinary impact Peace Corps Volunteers over the age of 50 have made around the globe and in the United States.

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Kate Reynolds has curated a Pinterest board with many resources for teaching adults and young learners, for policymakers, for teacher educators, and more! Check out her collection.

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Kate Mastruserio Reynolds (kater523) - Profile | Pinterest

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Kate Mastruserio Reynolds | ESL/EFL teacher educator. Mom. Cook. Amateur artist & photographer. Gardener. Techie. Reader. Curious about the world & peoples. Open to life’s experiences.

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Middlebury Institute of International Studies at Monterey

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Next Application Deadline December 5 Get Info

Launch your career as a leader in language education.

Our TESOL and Teaching Foreign Language (TFL) master's degrees give you valuable professional experience while you earn your degree. You'll be prepared not only to teach but to train other language teachers, conduct research, develop curricula, manage language programs, and lead in the various fields of language education.

We guarantee a minimum $15K annual scholarship for admitted students.

Start Term

Credits

Duration

In Person

Online

In person: Fall or spring
Online: Summer

TESOL: 40
TFL: 42

3 semesters
(12-16 months)

Monterey, California

Asynchronous

Find out if TESOL or TFL is right for you

Study In Person and/or Online

We offer the TESOL and Teaching Foreign Language degree programs in the following formats-choose the program that works best for you:

The faculty, curriculum, and per-credit cost are the same in any format of either program so you will have the flexibility to study online or in person, or switch between the two experiences as your personal and professional needs allow.

A Multidisciplinary Approach to Language Education

Transcript

The TESOL and TFL MA programs prepare language educators for teaching English as a second language and teaching foreign languages. The curriculum that we offer our students is one that integrates theory and practice and research. And so, all of our courses address all three.

Creating an environment where the students are all on the same page and providing more for visual learners.

We're teaching for the student who's having the hardest time. Right, so if you. >> I wanted to pair linguistics with teaching and MIIS really did a good balance these two things. It's not just teaching and it's not just linguistics, it has this balance of theory and practice.

We give our students lots of opportunities to do real life projects out in the community that are the same kinds of work they'll be doing once they graduate.

We have an on-campus student organization called BUILD, which allows students to take lower level language classes that are taught by volunteer student teachers here at MIIS. So a lot of the student teachers are people in my program in Teaching a Foreign Language, or Teaching English as a Second Language. I was able to apply what I've learned in my classes, and experiment with different methods and trial and use things when I teach BUILD.

I currently work, down in Custom Language Services, which has this English For Diplomats program and so, lot's of different things I'm learning in the classroom I can take and try on and see if it works. I didn't have a lot of teaching experience, and through the program I able to problematize a lot of different things that you go into the classroom with.

And then actually go into a classroom and try to teach these things.

Our students work with real clients out there who need help in developing curriculum for their programs. We've had ongoing groups of students go every year to work with a group of Haitian teachers of English, where they're working with them on developing not only their English language skills, but their pedagogical skills for teaching English in Haiti. There's a real commitment to quality teaching, and, as faculty members, we get to put that into practice every single day and be mentors for our students.

Giving the students a chance, more than one student a chance, to give definitions, I think would be a good idea.

So the professors in the TESOL program are, their door is always open. Whether they are in office hours or not, they welcome you to come in, and they encourage you to come in, even if it's not for their class. They can help you with your linguistics, they can help you with your teaching, your grammar, whatever class you're in, they can try to offer help or they can send you in the right direction.

It's always exciting to see what our students do when they finish their MA degrees, when they go out into the field. We have students who have done really critically important works. We have students who are contributing to curriculum development and really expanding the notion of language teaching across many different settings. They go on to do a lot of different things and very exciting things.

I recently got a job offer teaching Chinese at a high school level in Austin, Texas. I'll be using everything I've learned in my degree program, and I just feel like right now I'm so much more prepared in terms of my academic training and also pedagogical training.

You've got lots of different resources around to help you. You've got alumni that, as you step on the campus, are ready to help you even though they don't know you. You've got on-campus help with advising, teachers, faculty. And then you have a whole support of your colleagues. These networks of people that are here to help you. So, I think, you step on to a campus where it's just a built-in community right from the start.

Advance Your Career

Career and Academic Advising

We coordinate your career and academic advising, making sure your coursework aligns with your career goals. Your advisors will guide you from course registration to preparing for interviews and negotiating new career opportunities.

Practical Experience

You will build valuable professional experience while you earn your degree through working in our language programs and taking semesterlong practicum and capstone courses.

Careers

You'll graduate with the capacity to take on many leadership roles in language education. Join the ranks of our successful, in-demand alumni, many of whom were recruited by employers before they even completed the program. See how they are thriving in their careers.

$15K GUARANTEED ANNUAL SCHOLARSHIPS

Curriculum

Our rigorous curriculum is taught by renowned language education experts. It balances coursework in the domains of language, pedagogy, and research, with the goal of expanding your career opportunities. You will learn to effectively teach languages to in-person and online students.

You will develop teaching practices that enhance your students' language learning, create instructional units and lessons that maximize your effectiveness in the classroom, and design research studies and assessment tools to highlight the most relevant opportunities for improvement. Your capstone courses will strengthen your expertise, integrating all of the learning from your program.

Earn the 40-credit TESOL or the 42-credit TFL in three semesters or in just one year with our one-year hybrid option.

See curriculum for more details.

Customize Your Degree

You will have numerous opportunities to customize your degree and put theory into practice. If you have previous TESOL, TFL, and/or linguistics coursework, you may be able to complete your degree in fewer credits through our advanced entry option. You can switch between in-person and online options, and part-time and full-time course loads. You may pursue a career-related specialization, copublish with faculty, work in our language programs, help plan our annual language conference, integrate Peace Corps service into your degree, and work toward earning your teaching licensure. Check out the program details for your options.

What is the difference between TESOL and TFL?

These two degree programs are designed to share faculty and courses, and students take the majority of their classes together so you'll benefit from collaboration across languages and cultures.

Professors and Practitioners

You will be taught by exceptional faculty with years of professional experience in organizations such as the TESOL International Association, the American Association for Applied Linguistics (AAAL), the American Council on the Teaching of Foreign Languages (ACTFL), and the International Research Foundation for English Language Education (TIRF).

Your professors are genuinely committed to your success and dedicated to modeling effective pedagogy in their own teaching. They will be active mentors and colleagues to you while you are a student and throughout your career. Meet your faculty.

Financing Your Education

Guaranteed $15K Scholarships

We guarantee a $15,000 scholarship per year (prorated by program length and part-time credits) if you request scholarship consideration in your online application.

Additional Scholarships

You may also receive additional merit, need-based, partner, and external scholarships, available for both U.S. and international students. Your personal enrollment advisor can help you think through financing this important investment in your career development.

Scholarships and financial aid are available. Review tuition costs.

How to Apply

We take a holistic approach when considering your application by looking at your academic background, international exposure, professional experience, and career goals. We welcome applicants with or without teaching experience, and our program has numerous opportunities for you to gain professional teaching experience before you graduate.

Admission requirements for our online TESOL program are the same as the in-person TESOL program. We do not require GRE or GMAT scores for our master's programs but competitive scores may strengthen your application and positively influence scholarship decisions. Learn how to apply.

Campus Notes, News Stories

| by Jessie Raymond

Recent writing credits by members of the Institute community include Russian-to-English poetry translations, a report on far-right online terror financing, an article about an experiment in decolonizing the classroom, and more.

News Stories

| by Stephen Diehl

Students traveled to four countries over nine days, exploring and challenging common narratives about nationalism, conflict, and peace.

News Stories

| by Clara Clymer

Check out the 2022 edition of Discourse and Repartée to learn more about how TESOL and Teaching Foreign Language students, alumni, and faculty are inspiring action and catalyzing change.

Our graduates find rewarding careers as teachers, program directors, curriculum developers, assessment specialists, and teacher educators in the U.S. and around the world.

Career Outcomes

100%

Working or continuing education within one year of graduation

93%

Secured internships in 2019

43+

Different employers of recent graduates

Explore

Questions? Feedback? powered by Olark live chat software

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Master of Arts in TESOL and Master of Arts in Teaching Foreign Language

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Next Application Deadline December 5 Get Info Launch your career as a leader in language education. Our TESOL and Teaching Foreign Language (TFL) master's degrees give you valuable professional experience while you earn your degree. You'll be prepared not only to teach but to train other language teachers, conduct research, develop curricula, manage language programs, and lead in the various fields of language education.

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Graduate and Undergraduate Certificate in TESOL

You can think of the Graduate Certificate in TESOL like "half a master's degree." You can roll all your Certificate credits into the MA TESOL program if you decide to continue your graduate studies. The value of a TESOL Certificate often depends on what other educational background and experience you have. For example, someone with a K-12 certification in another discipline might only need a TESOL Certificate to begin teaching ESOL students; or someone with an international business background could supplement that with a TESOL Certificate and become a very successful Business English teacher.

Same applies to the Undergraduate TESOL Certificate, but courses completed at an undergraduate 4xx-level cannot be transferred towards the Master's degree. If you are an undergraduate student interested in pursuing an MA in TESOL, consider applying to our combined BA/MA in TESOL.

The TESOL Certificate is a very good credential for someone who is looking for a way to support themselves abroad, because it shows that not only are you a fluent speaker of English, but that you know your way around an ESL/EFL classroom, too. In the U.S., the Certificate is a very good credential for those in the field of Adult Education and often in private language schools that teach English. Please note that the Graduate Certificate in TESOL DOES NOT lead to K-12 certification.

MA in TESOL

This is the terminal teaching degree in our profession. Those with an MA in TESOL are qualified to teach English almost everywhere in the U.S. and abroad: in university intensive English programs, in community college programs, in private schools, and in adult education programs.

For international students, the MA in TESOL is often the best choice even if you plan to teach elementary, middle, or high school. The difference between the MA in TESOL and the MAT: ESOL is that the extra coursework in the MAT program satisfies K-12 certification standards required in the U.S. You do not need this certification to teach in schools outside the U.S. As far as preparing you to teach children, both programs offer very similar preparation.

Combined BA/MA in TESOL

Undergraduate students at American University in other programs of study may apply to the MA in TESOL program during their Junior year, and if accepted they can take six credits of TESOL coursework which can be applied to both their undergraduate and graduate degrees. This makes it possible to finish the MA in TESOL in three semesters. MA in TESOL can be done through the combined BA/MA in TESOL option.

MA in TEFL Online:
Please Note:
The MA in TEFL program is currently suspended until further notice.
The online MA in Teaching English as a Foreign Language (TEFL) program is designed specifically for students interested in teaching English as a Foreign Language (EFL) in secondary schools, universities, and private language schools outside of the United States.

MAT: ESOL

If you want to teach in grades K-12 in public schools in the U.S., and you don't have teaching experience in that environment, this is the program you should consider. It satisfies all the District of Columbia coursework requirements for public school ESOL licensure (certification), and DC certification is recognized in more than 30 states. In addition to the MAT: ESOL coursework, you will also need to pass the PRAXIS exam, and may have to take additional undergraduate courses depending on your academic background and the jurisdiction you plan to be working in. For more information about the MAT: ESOL program visit the School of Education.

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You can think of the Graduate Certificate in TESOL like "half a master's degree." You can roll all your Certificate credits into the MA TESOL program if you decide to continue your graduate studies. The value of a TESOL Certificate often depends on what other educational background and experience you have.

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Arizona State University's Master of Teaching English to Speakers of Other Languages (TESOL) program prepares you to teach English as a second language (ESL). With a flexible learning program and the latest teaching methodologies, earning your master's in TESOL helps you form a solid foundation of the principles and practices needed to support positive outcomes in English language learning.

Degree questions, answered.

Have questions about the Teaching English to Speakers of Other Languages (MTESOL)? Fill out this form and we'll get in touch!

What can I learn in the master's in TESOL program?

ASU Online's Master of TESOL program provides background training in linguistic research, language-acquisition theories and trending teaching methodologies, so you can develop the talents needed to pursue a career teaching English to speakers of other languages.

Enrolling in a TESOL master's program means exploring more immersive language experiences and broadening your possibilities for communication and collaboration. As a student, you'll study a variety of topics, such as:

Computer-assisted language learning.

Classroom pedagogy.

Curriculum design.

English as an international language.

English grammar and grammar for TESOL.

Upon completion of this program, you'll understand teaching and materials designed for program and curriculum development.

If you're interested in teaching K-12 education within the U.S., you must also complete the training and licensure required by your state separately.

Will my Master of Teaching English to Speakers of Other Languages say 'online'?

No, Arizona State University's diplomas don't specify whether you earn your degree online or in person. All diplomas and transcripts simply say "Arizona State University." That's because ASU Online students learn from the same faculty and receive the same course content as in-person students receive.

Featured courses in the Teaching English to Speakers of Other Languages program

The foundational coursework for the master's in TESOL focuses on English language research, linguistics and related areas needed to build knowledge throughout the program. This program also requires the completion of elective courses. You'll choose three credit hours of graduate credit in the Department of English and nine credit hours of graduate credit consisting of other linguistics courses or, with prior approval, English courses or courses outside of the Department of English. Additionally, this program has a foreign language requirement and includes a supervised practicum internship and a capstone course. Courses include:

What can I do with a master's degree in Teaching English to Speakers of Other Languages?

After earning your master's in TESOL, you may work with government entities or nonprofit organizations. Potential careers include, but are not limited to:

Teaching English to Speakers of Other Languages admissions requirements

Applicants of the master's in TESOL program must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Join The College of Liberal Arts and Sciences

The College of Liberal Arts and Sciences at ASU takes a transdisciplinary approach to education with its variety of degrees in the social sciences, natural sciences and humanities. We inspire students to be socially aware, critical thinkers and global citizens, and we take pride in being the most diverse college at ASU.

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Arizona State University's Master of Teaching English to Speakers of Other Languages (TESOL) program prepares you to teach English as a second language (ESL). With a flexible learning program and the latest teaching methodologies, earning your master's in TESOL helps you form a solid foundation of the principles and practices needed to support positive outcomes in English language learning.

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At PSU, the MA TESOL program is designed to give you skills and expertise in three critical areas:

Language Structure and Use coursework provides a deep understanding of language as a foundation for any language-related career. Courses about the interactions of language and culture give you the skills and sensitivities you need to teach and work effectively with people from other cultures.

Language Teaching and Learning focuses on pedagogy and teaching methodology. Coursework provides grounding in second language theory and practice. For students who choose the MA TESOL Teaching Track, the supervised practicum brings it all together with real-world teaching opportunities in Portland-area ESOL programs.

The Research and Professional Development requirements provide the skills for graduates to critically evaluate research studies and to conduct their own small research projects. They also help you prepare for jobs, integrate into the community of language professionals, and develop the mindset to keep learning throughout your career.

I'll be doing something related to English language teaching. I might not even be in front of a classroom. I could be designing curriculum, I could be creating materials, I could be doing administrative work. But regardless of what I end up doing in the language teaching arena, I feel like this program has prepared me for any of those tasks. I've also gained the skills necessary to go out and find more information about teaching and about pedagogy. I've created a network of faculty and other students and people that I can rely on as sources of information when it comes to constantly improving myself as a professional.

-- Jake Malstrom, PSU MA TESOL 2019

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Language Structure and Use coursework provides a deep understanding of language as a foundation for any language-related career. Courses about the interactions of language and culture give you the skills and sensitivities you need to teach and work effectively with people from other cultures. Language Teaching and Learning focuses on pedagogy and teaching methodology.

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The Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) program is designed especially for teachers, paraprofessionals and pre-service teachers who have English Language Learners (ELLs) in their classrooms, and want to know how to better serve those students. Educators working with an individual, small groups or whole classes of ELLs will benefit from this program. Teachers who have a teaching license from the Colorado Department of Education may use this opportunity to seek a Master of Arts Degree in Teaching English to Speakers of Other Languages(TESOL).

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MA Teaching English to Speakers Of Other Languages | College of Education

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UCCS is home to more than 12,000 driven students and over 800 experienced faculty members. Choose from more than 100 options within 50 undergraduate, 24 graduate, and seven doctoral degrees. Take a virtual tour and explore programs and opportunities to support you in your college-decision journey.

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The Teacher Think-Aloud is a podcast for reflective practice for teachers of English around the world.

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Welcome to The Teacher Think-Aloud Podcast,
a podcast for reflective practice for teachers of English around the world.

Have a question or comment? Want to share your experience?

CONTACT US

To inquire about a workshop or to submit questions or comments, please fill out this form:

Never miss an episode! Subscribe to our newsletter.

Want to be featured on an upcoming episode? Join our WhatsApp group and submit your audio responses to the questions posted in the description, or share an audio file or written response via our contact form below.

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Welcome to The Teacher Think-Aloud Podcast, a podcast for reflective practice for teachers of English around the world. Have a question or comment? Want to share your experience? CONTACT US To inquire about a workshop or to submit questions or comments, please fill out this form: Never miss an episode!

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MA in Foreign Languages and Literatures with a TESOL Concentration at North Carolina State University

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MA in Foreign Languages and Literatures with a TESOL Concentration at North Carolina State University

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A dual concentration in TESOL and Spanish and/or French is also an option. TAships are available.

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English is the current lingua franca of international business, education, science, technology, diplomacy, and entertainment. According to the British Council (2013), by 2020, two billion people will be speaking English - or learning to speak it. Consequently, there is a tremendous demand domestically and worldwide for qualified English language instructors. NC State University is poised to meet that demand by offering a Masters of Arts degree with a concentration in Teaching English to Speakers of Other Languages (TESOL), which will not only give candidates the terminal degree in the field but also the option to design their specialty areas according to their interests and career goals. What distinguishes NC State's TESOL Concentration in the MA in Foreign Languages and Literatures degree from other MA in TESOL programs is the following:

1. Candidates can design their course of study. They can take elective courses from NC State's prestigious Colleges of Education and Humanities and Social Sciences.

2. Candidates can design their own Culminating MA Research Project to best align with their career goals.

3. Candidates have unique and rewarding networking opportunities as members of the Wolfpack. Our candidates have field experiences with students and teachers in NC State's TESOL Certificate Program, free community ESL classes, Intensive English Program and the FLE courses, credit-bearing academic courses for international undergraduate and graduate students.

4. NC State prides itself as a "global leader in education of international students." It is home to approximately 4,000 international students. Candidates have the opportunity to work with NC State's international student population through field experiences and as interns or as volunteer teachers.

The Master's degree program with a concentration in Teaching English to Speakers of Other Languages (TESOL) prepares students for a wide variety of ESL/EFL teaching and related careers. Graduates will be qualified to research and teach English in university intensive English programs, community colleges, private schools and adult education programs, here and abroad. Indeed, it is a pathway to a world of opportunity, exploration, and service.

Return to the main MA in Foreign Languages

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Department of Foreign Languages and Literatures

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English is the current lingua franca of international business, education, science, technology, diplomacy, and entertainment. According to the British Council (2013), by 2020, two billion people will be speaking English - or learning to speak it. Consequently, there is a tremendous demand domestically and worldwide for qualified English language instructors.

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We match you with the best jobs in Japan for English speakers using our unique “Cross-Cultural Design” process. Not only do we have access to the largest network of English teaching jobs in Japan, we offer real-world advice for working in Japan.

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Link Japan Careers - Cross-Cultural Design™

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Finding you the right job in Japan to start your career - Link Japan Careers

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LJC is your one-stop agency for finding quality jobs in Japan. Register now to access the largest network of English teaching jobs in Japan and much more!

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Colorado State University (CSU) MA TEFL/TESL

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Colorado State University (CSU) MA TEFL/TESL

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M.A. in TEFL/TESL and Graduate Certificate in TESOL Education

There are two options for pursuing graduate study in Teaching English as a Second/Foreign Language (TEFL/TESL) in the Department of English. One option is the M.A. in English with a graduate curriculum exclusively focused on TEFL/TESL. A second option is a 15.0 credits graduate certificate in TESOL Education.

The TEFL/TESL Master's Program is a WICHE Western Regional Graduate Program. Residents of Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming are eligible for in-state tuition.

TESOL Certificate students are not eligible for the WICHE Program.

The TEFL/TESL M.A. offers numerous benefits for students, such as a low faculty-to-student ratio ensuring personal interaction, a diverse student population, multiple opportunities for formal supervised teaching, internships, and assistantships, a collaborative partnership with PLACE (an intensive English language program), and participation in the TEFL/TESL Student Association. Students who complete our program often pursue careers as ESL teachers (within the US and abroad), language program administrators, materials developers for publishing companies, assessment specialists, translators, and linguists. Others continue their education in doctoral programs.

The TEFL/TESL graduate program offers a professional degree that is designed to enable graduate students to teach English as a foreign or second language, evaluate the relative utility and validity of diverse teaching methodologies and assessment procedures, adapt and/or develop materials for unique teaching/learning situations, evaluate recent research in applied linguistics and its relevance to EFL/ESL teaching and learning, and assist in the supervision of classroom teachers and in the administration of EFL/ESL programs. The program prepares graduates for employment opportunities in the U.S. and abroad, as well as for advanced studies in applied linguistics.

Please note, this degree is for TEFL/TESL. If you are interested in English Education (teaching English language arts), you can find that degree program here.

Graduate Certificate in TESOL Education

The Graduate Certificate in TESOL Education provides graduates with practical, theoretical, and critical knowledge of the English language and of methods for teaching it in various social and academic settings. The program features a comprehensive understanding of the form and communicative functions of English, combined with both general and skill-specific (reading, writing, listening, speaking) pedagogical theories and applications.

To obtain the certificate, students must complete 15.0 credits of graduate-level TESL/TEFL courses. The required 3.0 credit courses include: Theories of Foreign/Second Language Learning; Teaching English as a Foreign/Second Language; Syntax for ESL/EFL; Phonology/Morphology for ESL/EFL; and Professional ESL Teaching: Theory to Practice.

For additional information about the program, please contact Tatiana Nekrasova-Beker at t.nekrasova_beker@colostate.edu.

You can get involved in the community and exercise leadership skills through the TESL/TEFL Student Association-a CSU registered student organization.

The purpose of the TESL/TEFL Student Association (TTSA) is "to promote linguistic and cultural diversity and raise awareness about the field of TESL/TEFL in the Colorado State University community and the greater Fort Collins community." Members are active throughout the year arranging social and professional events, and organizing their annual "Advocacy Week" event, which takes place during the spring semester and features a keynote speech from a leading figure in the TESOL field. This event offers students an opportunity to conduct events on and off campus to advocate for the field of TESL/TEFL and English language learners. Past speakers who have delivered talks during this event have been Andrew Cohen, Dana Ferris, Eli Hinkel, Paul Matsuda, Fredricka Stoller, and Bill Van Patten.

To find out more, contact Anthony Becker at tony.becker@colostate.edu.

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M.A. in TEFL/TESL - English | Colorado State University

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M.A. in TEFL/TESL Home " Graduate " M.A. in TEFL/TESL Teaching English as a Foreign/Second Language TEFL/TESL M.A. in TEFL/TESL and Graduate Certificate in TESOL Education There are two options for pursuing graduate study in Teaching English as a [...]

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Online TESOL master's degree

Language is a vital resource that inspires connection and creates possibilities. Hamline's MATESOL program provides you with the techniques and knowledge to enhance English learners' skills-promoting social and economic access and equity in the process. You'll examine the worldwide scope of English as a lingua franca and learn how you can help sustain linguistic and cultural diversity.

With a master's in TESOL from Hamline, you will:

Understand the relationship between language and culture along with its implications for learning and society

Gain foundational knowledge in language systems and how they relate to instruction

Develop cutting-edge skills in teaching and assessment

Develop the expertise to effectively motivate English language learners in a variety of settings

Establish the research skills you need to be an informed, active, and collaborative practitioner

Hamline has prepared teachers to work in the United States and in global contexts for over 20 years. Our graduates have taught in public and private schools and universities in over 25 countries and received Fulbright grants and US Department of State English Language Fellow positions. Join our global teaching network.

Master's in TESOL program details

Start dates and application deadlines

We review applications on a rolling basis, meaning you can apply and start your MA TESOL online degree at three different times throughout the year. We recommend applying at least six weeks before the term you want to start begins to ensure your spot.
How to Apply

TESOL master's online or hybrid

Hamline's MA in TESOL is offered entirely online for maximum flexibility and convenience. Some individual classes may meet synchronously (at a set scheduled time) online on weekday evenings, typically 5:30-9 p.m.

Time to complete MATESOL degree

You decide your pace and graduate in as few as 20 months.

Master's in TESOL courses

You'll finish your MA TESOL degree online in 10-12 courses.

Core courses (24 credits):

The core of the MA TESOL is made up of six courses:

ESL 8100: Linguistics for Language Teachers (4 credits)

ESL 8110: Language and Society (4 credits)

ESL 8120: Pedagogical Grammar and Discourse (4 credits)

ESL 8130: Exploring Learner Language and Second Language Acquisition (4 credits)

ESL 8150: Advanced Linguistic Analysis (4 credits)

GED 8400: Research Design (4 credits)

MEtHODS COUrSES (8 credits):

Choose one of the following options:

Option one:

ESL 7621: TEFL Certificate Part I (4 credits)

ESL 7622: TEFL Certification Part II (4 credits)

Option two:

ESL 8105: English Teaching Practices (4 credits)

ESL 8107: Course Design and Assessment (4 credits)

Capstone (4 credits):

Choose one of the following:

GED 8490: Capstone Project (4 credits)

GED 8495: Capstone Thesis I & GED 8496: Capstone Thesis II (2 credits each)

MA TESOL course descriptions

K-12 ESL License

If you're interested in earning your K-12 ESL License and a master's degree, see the initial ESL licensure program (for those without a current Minnesota teaching license) or the additional ESL licensure program (for those already holding a Minnesota teaching license in another content area). Following licensure, you can earn the MATESOL with an additional 14 credits.

For more information about this option, please contact gradprog@hamline.edu.

Hamline and exceptional teacher education are synonymous in my book. When I sought an MA TESOL program, Hamline drew me in immediately, from the program's presentation and goals to the prompt and professional correspondence with my future professors.

Kyle Undem '21, MA TESOL; English instructor at Kobe English Academy, Kobe, Hyogo, Japan

MATESOL Faculty and Alumni in the News

Read about Hamline MA in TESOL faculty and alumni and the work they are doing in the field.

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MA in Teaching English to Speakers of Other Languages (MA TESOL) | Hamline University - MN

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Hamline's online master's in TESOL, prepares you to enhance the English language skills of your students with concentrations in adult and K-12 education.

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Since November 2015, more than 37,400 Syrian refugees have arrived in Canada, and that number is expected to grow as the Government of Canada continues its commitment to resettling Syrian refugees.

The resettlement of so many people in a short period of time has mobilized governments, communities, researchers and service providers to collaborate on and document best practices in support of a common goal-the successful integration of refugee individuals and families in Canada.

What is the role of schools and educators in this successful integration? Immigration, Refugees and Citizenship Canada reports that 56 per cent of government-assisted Syrian refugees in Canada are in fact children under the age of 14, and 53 per cent have large families of five to eight members. These demographics are generally seen in other refugee communities, where children often make up a large portion of the group.

For refugee families with school-age children, schools are often the primary point of contact with the larger Canadian society. It is crucial that this contact sets a positive tone for future interactions, thus helping to lay the foundation for successful integration.

In response to the needs of schools to create welcoming and supportive environments in which all children can learn and form a sense of belonging, the Faculty of Education at the University of Alberta has launched an interactive webinar series for school teachers, staff and other professionals focused on supporting the successful integration of refugee students into schools.

This webinar series provides an opportunity for viewers to interact with presenters from the university and community on key topics, including:

creating welcoming learning spaces

understanding refugee experiences

first language development and use while learning English

facilitating a sense of belonging

communicating about school culture

building partnerships with families and communities

strategies for engaging refugee children in learning

assessing refugee children's learning

responding to unique developmental needs according to age

The interactive format of Creating Welcoming Learning Communities allows teachers, school administrators and other staff to bring up specific, real-world issues faced by refugee students in their schools and to hear the perspectives of researchers, experienced educators and community members. The goal? To develop strategies to meet the complex needs of these students and build welcoming learning communities.

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The Context Since November 2015, more than 37,400 Syrian refugees have arrived in Canada, and that number is expected to grow as the Government of Canada continues its commitment to resettling Syrian refugees. The resettlement of so many people in a short period of time has mobilized governments,

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Intercambio - Teach English in Boudler, CO

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Intercambio - Teach English in Boudler, CO

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The Intercambio Way fosters unique connections through relationship-based English classes. We are here for you every step of the way. When you volunteer with us, we equip you with our Confidence and Connections curriculum

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While reflecting on what became the most satisfying year of my career, my appreciation for Intercambio and our mission grew significantly. As an immigrant from Belize, it's an honor to be part of an organization that brings English language learners and community volunteers together in language classes and gatherings to build skills, confidence, and life-changing connections.

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Intercambio Uniting Communities - Resources for Adult ESL

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We bring English learners and community volunteers together in online language classes and gatherings to build skills, confidence, and life-changing connections.

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This Padlet showcases where some of our CU Boulder TESOL graduates are now. Check out the many directions you can go with a degree in TESOL.

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North American Language and Culture Assistant Program in Spain

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North American Language and Culture Assistant Program in Spain

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NALCAP falls under the category of public diplomacy programs. As a language assistant, you will be fulfilling the role of a cultural ambassador as you advance English language learning and mutual understanding through cultural exchange.

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North American Language and Culture Assistants Program NALCAP

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North American Language Assistants in Spain, Cultural Ambassadors, Teaching Assistants Spain, Embassy of Spain, NALCAP, Auxiliares

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American English is a resource for teaching and learning about American English language and culture. This YouTube channel provides a variety of engaging materials and resources for teachers' professional development and for students (aged 14 and older) in the classroom. Through our videos, both teachers and learners over age 14 will find new ways to practice English and learn more about the United States. Please visit americanenglish.state.gov or either of our Facebook pages, linked below, to access additional resources.

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elt tefl efl english "english as a foreign language" tesol "american culture" "english teaching" "learn english" esl ells "english language learning" "englis...

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American English is a resource for teaching and learning about American English language and culture. This YouTube channel provides a variety of engaging materials and resources for teachers' professional development and for students (aged 14 and older) in the classroom.