Research and Publications

TESOL Professional Papers, Policy and Issue Briefs

TESOL Professional Papers

TESOL Professional Papers are published by TESOL International Association as a service to the field of English language teaching and learning. These papers do not necessarily represent the association’s position on the issues discussed. Written by experts, they are intended to advance salient discussions on emerging topics in the field in contexts around the world.

 

Written by Elena Andrei and Dudley Reynolds (May 2021)

This white paper seeks to provide the profession with focused direction and guidance for researching answers to the overarching question: Who are TESOL professionals? The paper offers 1) a review of literature researching characteristics of memberships in professions internationally; 2) a flexible tool to help researchers and practitioners generate research questions about the profession; and 3) possible ways to prioritize and answer those research questions. The need for this paper stems from the need to know who TESOL professionals are specifically in terms of, but not limited to, context, training, needs, and identities.

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This professional paper builds on the work of TESOL’s issue briefs, Implementing the Common Core State Standards for English Learners: The Changing Role of the ESL Teacher (February 2013) and Overview of the Common Core State Standards Initiatives for ELLs (March, 2013). It discusses the shifting landscape surrounding the new Common Core Standards and the Next Generation Science Standards and their implications for building and enacting teacher expertise. This paper is written for K–12 ESL professionals, including teachers, teacher-leaders, school principals, district administrators, and other K–12 educators who work primarily or exclusively with English language learners.

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Written for TESOL by Ahmar Mahboob and Namala Tilakaratna (March 2012)

This paper identifies six principles to help policymakers, researchers, and practitioners develop effective English language teaching policies and practices in varied contexts.

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TESOL professionals are often not involved in the decision-making that drives English language policy, high-stakes assessment, materials development, research, and practice. To change that, in 2017, TESOL International Association spearheaded the Summit on the Future of the TESOL Profession. The summit helped shape a strategic conversation intended to set a course for the future.

The ideas, recommendations, conclusions, and outcomes conceived at the summit have been synthesized into a Action Agenda for the Future of the TESOL Profession. (An executive summary is also available).

The agenda is intended to serve as a guiding framework for the TESOL profession at the local, regional, national, and international levels.

TESOL International Association calls on the broad, diverse community of TESOL professionals and stakeholders to implement this action agenda globally, in all contexts, so that English language instruction, research, policy, and materials will

  • reflect the knowledge and expertise of the TESOL profession,
  • enhance English language instruction and improve language skills for learners, and
  • empower TESOL professionals and the English learners they serve.

For more information about the Action Agenda, please contact TESOL Advocacy.

TESOL Research Directions present the consolidated findings of a sequential, explanatory mixed methods study by members of the Research Professional Council. In Phase I, a TESOL Research Priorities Survey aimed to learn about the research priorities of TESOL members and their perceptions of challenges to doing research. A descriptive analysis finalized in February 2023 identified top research topics, contexts, and challenges. Following this analysis, Phase II was initiated to qualitatively interpret and further explain the survey findings. In Phase II, we went back to the TESOL membership and collected data from 10 focus groups. This data set was analyzed thematically and finalized in September 2023.

Focus group discussions contextualized the topics and challenges identified in the survey and led to four directions for research in TESOL—Research Education and Literacy, Emerging Educational Technologies, Teaching Methods, and Professional Learning. By calling for research directions, we highlight educators’ agency to determine what kinds of research should be carried out in a variety of institutional, community, socioeconomic, and policy environments.

We invite all educators to consider the Research Directions Final Report as a springboard for research in your classroom, institution, or community. For more information, contact research@tesol.org.

TESOL Policy Briefs

TESOL Policy Briefs summarize education policies in the United States and other countries that affect English language learners and educators, and the field.

On 15 August 2012, U.S. Citizenship and Immigration Services began accepting applications for deferred action on deportation from eligible undocumented immigrants between 16 and 30 years of age. This TESOL policy brief provides a summary of the new policy, the eligibility requirements, and the application procedure. Please share it with your students and colleagues.

TESOL Issue Briefs

TESOL Issue Briefs summarize education issues in the United States and other countries that affect English language learners, educators, and the field of English language teaching.

 

 

The purpose of this issue brief is to provide a comprehensive overview of the policies behind the Common Core State Standards (CCSS) and to outline some of the initiatives now in place to address the needs of English language learners (ELLs) in relation to the CCSS.

This professional paper builds on the work of TESOL’s issue briefs, Implementing the Common Core State Standards for English Learners: The Changing Role of the ESL Teacher (February 2013) and Overview of the Common Core State Standards Initiatives for ELLs (March, 2013). It discusses the shifting landscape surrounding the new Common Core Standards and the Next Generation Science Standards and their implications for building and enacting teacher expertise. This paper is written for K–12 ESL professionals, including teachers, teacher-leaders, school principals, district administrators, and other K–12 educators who work primarily or exclusively with English language learners.

View the Paper

Written for TESOL by Ahmar Mahboob and Namala Tilakaratna (March 2012)

This paper identifies six principles to help policymakers, researchers, and practitioners develop effective English language teaching policies and practices in varied contexts.

Read the Paper

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