Interest Section Descriptors
Interest Section |
Description |
| Adult/Community Programs | Brings together professionals who represent the knowledge, precepts, and skills of two distinct but compatible areas: adult or community programs and English as a second language |
| Advocacy sessions | Discuss issues related to advocating for English Learners, TESOL, etc. |
| Applied Linguistics | Explores language learning and communication through the application of theory to real-world contexts |
| Elementary Education | Fosters recognition of ESOL as an academic discipline in elementary education, increases awareness of elementary ESOL educators’ needs, and develops new professional resources for teachers and their students |
| Intensive English Programs | Addresses issues related to curriculum design and implementation, assessment, teaching standards, and research relevant to teaching English primarily to nonnative international students attending intensive and semi-intensive programs related to regular academic study |
| Refugee Concerns | Addresses the language, cultural, social, and legal needs (and their interconnections) of refugees at all ages and stages of life |
| Secondary Schools | Represents professionals in the area of secondary education whose task is to ensure that secondary-level TESOL students develop the linguistic, cultural, and cognitive skills necessary for success in an English-speaking context |
| Teacher Education | Discusses issues relevant to ESL/EFL teacher education, promotes professional development of ESL/EFL teachers, and formulates policy that will improve conditions of employment and learning for teachers and students |
| Technology | Focuses on how educators use technology to teach English Learners or share research |
| University/Higher Education | Advances effective instruction, promotes professional standards and practices, influences and supports policies of TESOL and other associations, determines needs, and considers all other matters relevant to ESL in colleges and universities |