2025 TESOL Election Slate

Education

• PhD, Applied Linguistics, University of Southampton, UK
• MA, TESOL, Anaheim University, USA
• MSc, Plant Genetics, University of Ilorin, Nigeria
• BSc (Ed), Biology, University of Ilorin, Nigeria
• Postgraduate Diploma, Management & Information Technology, University of West London, UK
• Foundation Level Accounting Framework, Association of Certified & Chartered Accountants

Relevant/Select Professional Work Experience

• Academic Writing Lecturer, Qatar University, Doha, 2012-present.
• Academic Writing Tutor, University of Southampton, UK, 2011-2012.
• Business English Lecturer, Ritsumeikan University, Shiga, Japan, 2009.
• English Communication Lecturer, Kogakkan University, Ise, Japan, 2008-2009.
• Science and Computer Science Teacher, Ritsumeikan High School, Uji, Kyoto, Japan 2008-2009
• Assistant English Teacher, Takatsuki and Suita Boards of Education, Osaka, Japan, 2005-2008.
• Special Needs Teacher / IT Coordinator, The Loddon School, Hook, Hants, United Kingdom, 1997-2005.
• Lecturer of Botany, Federal University of Technology, Minna, Nigeria, 1989-1995

 Professional Engagement Affiliation

• TESOL International Association
  Member since 2007.
  Member, Board of Directors (2020-2023),
  Board Liaison to Speech, Pronunciation & Listening IS, Social Responsibility IS, Standards Professional Council;
  Member, Evaluation team of TESOL Executive Director (2022);
  Chair, TESOL Finance Committee (2022-2023)
  Member, TESOL Finance Committee (2021-2022)
  Member, Nominating Committee (2017);
  Chair-elect, EFL Interest Section (2015-2016);
  Co-editor, EFL Interest Section Newsletter (2014-2015);
  Chair, Diversity & Inclusion Committee (2013-2015); Member (2011-2015)
  Proposal Reviewer (2013);
  TESOL Award for International Participation (2012).

• Africa ELTA (Formerly Africa TESOL):
  Founder (2015)
  Newsletter Editor (2016-2017)
  Past President (2017-2019)
  Advisor (2020 – present)
  Conference Program Co-chair (2016, 2017, 2018, 2019, 2023)

• Qatar TESOL:
  Past President (2014-2015), Conference Chair (2015)

• When visible minorities lead visible majorities. In H. Reinders (Ed.), Language Teacher Leadership: Insights from Research & Practice (pp. 181-208). Palgrave Macmillan (2023).
• Continuing professional development in the Foundation Program at a national university in the State of Qatar. In A. Cirocki, R. Farrelly, & H. Buchanan (Eds.), Continuing Professional Development of TESOL Practitioners: A Global Landscape (pp. 57-76). Springer (2023).
• Reflection and leadership. In A. Curtis (Ed), Reflecting on leadership in language education (pp 39-40). Equinox (2022).
• Teacher development through teacher associations: Lessons from Africa. In A. Elsheikh, C. Coombe & Effiong (Eds.), The role of language teacher associations in professional development (pp. 71 - 86). Springer (2018).
• Getting them speaking: Classroom social factors and foreign language anxiety. TESOL Journal, 7(1), 132-161 (March 2016). FEATURE ARTICLE

• Leadership: Leading from the Engine Room or the Bridge?
  Africa ELTA/TESOL Leadership Training Workshop,
  8th Annual Africa ELTA Conference, Cairo, Egypt
  May 2024
• Decentering ELT Advocacy: Global perspectives and local practices
  58th Annual TESOL International Convention, Tampa, USA
  Mar. 2024
• The Leadership Pipeline of a Volunteer-Driven LTA
  TESL Ontario Dialogue Session
  Aug. 2022
• Soldiering on.... Regardless (Keynote)
  Black English Professionals and Friends 2021 Symposium
  July 2021
• Emergence and growth of leadership in language teacher associations
  53rd Annual TESOL International Convention, Atlanta, USA
  Mar. 2019

What do you believe is a burning issue in TESOL today; what would you as a leader of the largest international association in the field plan to do about it?

With the rapidly changing ELT landscape, the key issue affecting our profession is the impact of technology on our practices, especially as it affects teachers in low-tech regions of the world. The emergence of Artificial Intelligence (AI) has altered how we approach language teaching in the classroom, therefore, standardizing its use in the classroom is a challenge, and TESOL, as the leading authority in the field, can provide guidance. TESOL, through the Standards Professional Council, can suggest good affordances to further not complicate AI use in the classrooms for the benefit of our global members.

As TESOL President with strong background in EFL, resulting from my experiences of teaching in the Asian, Arab, African and European contexts where variations abound, I know the challenges firsthand and would work with the Board to explore how our AI-enriched tech platform can be readily accessible to members especially those in low-tech and multilingual contexts. I would leverage on the goodwill of TESOL partners and also forge new partnerships in our quest to give our members the competencies to grow as TESOL professionals.

Although TESOL cannot impose policies on educational authorities around the world, our ELT advocacy efforts would be geared towards aligning global perspectives with local practices and thus contributing to and influencing educational policies in the wider global context. As TESOL President that wears a broader international lens, I can work with the Board to positively address these challenges. This is my full promise to you, and trust me to deliver.

Write a biographical statement in which you highlight your professional and leadership experiences.

I joined TESOL Board in 2020 at a time the global economy took a hit from the Covid19 pandemic, and TESOL was not spared from this economic downturn. I served on the Finance Committee and became chair in 2022. With astuteness and effective collaboration with the investment advisory and accounting firms, TESOL’s 2023 budget had a net surplus.

I also believe in the “goose that lays the golden eggs” concept, and as chair-elect of Diversity & Inclusion Committee, we successfully advocated for affordable K-12 Day for our US based members, which was priced at $100.

I founded Africa ELTA (formerly Africa TESOL) in 2015 with 4 affiliates to support teachers in Africa who had been largely excluded from the mainstream ELT community. I was president (2017-2019), and with resilience, exemplary team spirit, and zero dollar, Africa ELTA now has 25 affiliate countries and 3000 members in 94 countries.

Membership of Africa ELTA is free and many teachers in Africa are availing themselves of the PD opportunities the association offers. To date, it has held eight annual conferences and I was program co-chair for five of these.

I was president of Qatar TESOL (2014-2015), and won $31,500 grant from Qatar National Research Fund to organize its 2015 conference.

I chaired the conference committee of my Program at Qatar University where I led a team of 20+ colleagues to organize eight successive and successful conferences. Above are testimony to my leadership and teamworking skills aimed at achieving positive outcomes whatever the challenge.

Education

• Licenciatura en Educación, Education, Degree in Education specialized in Materials Development and Curriculum Design, Universidad Nacional de Quilmes
• B.A. in English Teaching, Teaching English as a Foreign Language, Instituto Superior del Profesorado "Joaquín V. González"
• EFL/ESL Assessment, Education, Indiana University.
• Multiliteracies for Collaborative Learning Environments, Education, University of Wisconsin-Eau Claire.
• Intercultural Communication, Communication Studies, California State University, Los Angeles. Special Honor Award.
• Introduction to Management, Programming and Digital Outreach, Management, US Department of State, Vienna, Austria.
• Leadership Management Certificate Program, Management, TESOL International.
• TESOL Affiliates Capacity-Building, Management, TESOL International.

Professional Work Experience

• Academic Consultant, Instituto Cultural Argentino Norteamericano, Buenos Aires, Argentina, (2024-present)
• Head Academic Coordinator / Academic Programs Coordinator, Instituto Cultural Argentino Norteamericano, Buenos Aires, Argentina, (2015-2020 / 2021-2024)
• Academic Coordinator, Instituto Cultural Argentino Norteamericano, Buenos Aires, Argentina, (2001-2014)
• EFL teacher, Escuela Superior de Comercio "Carlos Pellegrini", Buenos Aires, Argentina (1987-1991).

Professional Affiliations

• TESOL International Association: member (2006-present); TESOL Board of Directors (2021-2024); Finance Committee Chair (2023-2024); TESOL Election Review Task Force Board Liaison (2023-2024).
• Argentina TESOL: Member (2003-present); Secretary (2019–2021); Past President (2017–2019); President (2012–2017)
• APIBA: member (1990-present)

• TESOL Connections. Ask a TESOL Leader: "How can I help my ELs come up with more specific goals?". December 2023
• TESOL Connections. Board Connect: "New Year Reflections". January 2023
• TESOL Connections. "Embracing your passion". January 2022
• TESOL Affiliate News. "Searching for your True North". September 2014
• TESOL Affiliate News. "ARTESOL 25th Anniversary Conference". September 2012

• ABLA Academy, "Game-based Learning for Online Courses". Course co-author & facilitator. (2024)
• ARTESOL Annual Convention, "Speak Up and Stand Out: Empowering Students' Voices". Presenter, Closing Highlighted Session. (2023)
• ABLA Bi-Annual Convention, "Tech tools to foster interaction". Presenter (2023)
• TESOL Virtual Convention, "Generating a Continuous PD Culture: Coaching for Growth". Presenter (2023)
• ARTESOL Annual Convention, "Tools and strategies to foster interaction in online classes". Presenter (2022)
• Creating Effective Online Teaching Experiences, virtual program by Dr. Julie Sykes, Director of CASLS at Oregon University. Moderator, (2020)

What do you believe is a burning issue in TESOL today; what would you as a leader of the largest international association in the field plan to do about it?

The world and ELT are rapidly evolving in a globalized economy where knowledge and lifelong learning are crucial for economic growth. Educators and learners must acquire new skills to adapt to these changes and the demands of a competitive present and an unpredictable future, ensuring effective teaching and learning.

Teacher education is key in this context. It must address these needs and prepare lifelong learning professionals in ELT, equipping them to teach English and foster responsible global citizenship, intercultural communication competence, and soft skills to enhance employability.

The integration of technology and the scarcity of English language teachers present significant challenges. The digital divide and lack of technological training hinder effective teaching, while the shortage of qualified teachers strains the education system. Addressing these issues is crucial for equitable, high-quality language education.

TESOL International Association plays a vital role by offering high-quality online teacher development opportunities and promoting policies to support multilingual learners and lifelong learning for teachers. TESOL’s initiatives on these critical issues contribute to advancing the ELT field globally, ensuring educators are well-equipped to navigate the evolving educational landscape.

As an EFL educator with over 35 years of experience and a committed member of TESOL International Association and its Argentine affiliate ARTESOL, as well as a member of the  Association of Binational Centers in Latin America (ABLA), I believe I can bring diverse voices to the board, helping the association reach and support ELT professionals and students in diverse contexts.

Write a biographical statement in which you highlight your professional and leadership experiences.

Graciela Martin is a graduate TEFL teacher from Instituto del Profesorado Joaquín V. González, and holds a certificate in Education specialized in Materials Development and Curriculum Design from Universidad Nacional de Quilmes, Argentina.

She has experience teaching children, adolescents and adults with over ten years of experience teaching EFL in both public and private high schools in Buenos Aires.

She has held various leadership positions at ICANA, the Argentine-American bi-national center in Buenos Aires where she has worked since 1989. She specializes in ICTs and has been co-responsible for the setup of ICANA virtual campus. She trains teachers in online practices and interactive materials design.

Graciela has received special training in Intercultural Communication, Management, Programming, and Digital Outreach, as well as in TESOL Affiliates and Strategic Planning. She has been a member of Argentina TESOL since 2003, serving as president from 2012 to 2017. She is an active member of the Argentine BNCs Network (Binational Centers) and the ABLA community (Association of Binational Centers in Latin America). A member of TESOL International Association since 2006, she served on the TESOL Board of Directors from 2021 to 2024, and chaired the Finance Committee from 2023 to 2024

Graciela has a passion for service and is a strong supporter of lifelong professional learning and inclusivity in education.

Education

• MA in Education Administration. Universidad Cultural Metropolitana, Tampico, Mexico
• BA in Pedagogy. Universidad Cultural Metropolitana. Tampico, Mexico

Professional Work Experience

• Head of Self-Access Learning Center, The American School of Tampico. Sep 2023-Present
• High School Teacher. Instituto de Estudios Superiores de Tamaulipas. Altamira, Mexico. Aug. 2019 – Present
• Head of Student Services, The American School of Tampico. Tampico, Mexico. Jan. 2014-Sep. 2020

Professional Affiliations

• TESOL member: 2015-present. Nominating Committee member 2022. ANPC member 2023-2024.
• MexTESOL Press: Editor 2020-2021, 2023-present
• MexTESOL National Secretary 2018-2019
• MexTESOL Tampico Local Chapter President. 2015-2017
• U. S. Global Alumni member. 2012-present

• “Encouraging Local Material Writers” Humanising Language Teaching. 2022
• “Holidays: a valuable cultural tool in ELT” IATEFL Voices. 2020.
• “An Interview on Assessment with Randall Davis” Mextesol Journal. 2018.
• “Concepts of Grammar: Understanding Changes in a More Dynamic ELT Classroom” Humanising Language Teaching. 2016
• “Non-NEST Pronunciation in ELT” Humanising Language Teaching. 2015

• MexTESOL International Convention 2023. Guadalajara, Mexico
• TESOL 54th International Convention 2022. Pittsburgh Pa. U. S. A.
• TESOL Advocacy & Policy Summit, 2021 (Live online) TESOL 2021 Affiliate Network Virtual Event, 2021 (Live online)                                              
• TESOL 51st International Convention 2019. Atlanta Ga. U. S. A.

What do you believe is a burning issue in TESOL today; what would you as a leader of the largest international association in the field plan to do about it?

TESOL needs leaders who create positive impact among members, those who can show and guide new generations to fulfill its mission and values. Those who can redirect it to meet new challenges, contexts, and realities.

I believe a burning issue and challenge is the use of Artificial Intelligence and how we want to include it in the many projects and programs TESOL offers to its membership. We also need to analyze how it should be included in administrative tasks. Ethical and copyrights  issues must be met, we want to be practical and respectful of international laws.

As a leader I will invite Board members, experts, and stakeholders to debate about the right use of it and find ways to incorporate it. We may also find a way to reduce costs and generate revenue by simplifying processes. If it happens we could allocate a bigger budget to benefit members in disadvantaged conditions.

Regarding members, TESOL could offer training, webinars, or AI courses, so this tool have a global reach among ELT professionals that otherwise would be left out.

AI is here to stay and it is growing fast, as leaders we must anticipate the positive and / or negative consequences it brings to TESOL, teachers, schools, learners and everyone involved in the field.

Write a biographical statement in which you highlight your professional and leadership experiences.

Jorge Torres Almazán is current member of TESOL International Association ANPC. In 2022 he was elected for the Nominating Committee. He has taught EFL for more than 20 years in different contexts, he has collaborated on International Virtual Exchanges with students and teachers in the U. S., Japan, Poland, Colombia, Taiwan, Indonesia, and Türkiye. Jorge has led projects such as MexTESOL Press, Virtual Micro exchange program, Convention program, and series of webinars. He has inspired and guided teachers to submit proposals to present for local, national, and international conventions, and motivated colleagues to write articles to share expertise.

Jorge has been a bridge between organizations and teachers that collaborate in professional development projects. He has been a presenter at TESOL, IATEFL, BBELT, MexTESOL & IP International Conferences. His articles have been published in journals, magazines, newsletters, and blogs. He is a member of the U. S. Alumni Global Community and founder of TESOL Tampico Talks, where he brings experts and teachers together. He was recognized with the Outstanding Tutor Award in 2022 by the Literacy Volunteers of Illinois and University of Illinois Chicago's Center for Literacy for his contributions to the ESL and Adult Literacy Program at Prairie State Community College in Chicago Heights.

Education

• Ed.D., TESOL, Teachers College, Columbia University- New York, NY (2013)
• M.A., Linguistics, San Diego State University- San Diego, CA (2005)
• B.A., International Studies & Spanish, American University- Washington, DC (2001)

Professional Work Experience

• Clinical Professor (2024-present); Associate Clinical Professor (2018-24); Assistant Clinical Professor (2013-18)- Applied Linguistics & Language Education, University of Maryland, College Park, MD USA
• Lecturer- TESOL, Touro University, New York, NY USA (2009-13)
• Master Teacher- Community Language Program, Teachers College, Columbia University, New York, NY USA (2007-09)
• Lecturer- ESL, LaGuardia Community College, Long Island City, New York USA (2006-07)
• English Teaching Assistant Fulbright Fellow- Slovenská Poľnohospodárska Univerzita (Slovak Agricultural University)- Nitra, Slovak Republic (2005-06)
• Visiting EFL Teacher & Teacher Trainer- Universidad Autónoma de Baja California Sur, La Paz, México & Wuhan University, Wuhan, China (Spring-Summer 2005)
• Graduate Teaching Associate- San Diego State University, San Diego, CA USA (2003-05)
• Assistant Teacher Trainer (2002-2003); Early Childhood Education Coordinator (2001-2002); EFL Teacher (2001-2003), NOVA Group, Tokyo, Japan
• Assistant Translator- Fundación Vicente Ferrer- Proyectos de Educación (Vincent Ferrer Foundation- Education Projects), Madrid, Spain (Spring-Summer 2000)

Professional Affiliations:

• Maryland TESOL: Immediate Past-President & Awards Committee Chair (2023-24)
• Maryland TESOL: President & Strategic Plan Committee Board Liaison (2022-23)
• Maryland TESOL: 2021 Conference Chair & First VP (2021-22)
• Maryland TESOL: 2020 Conference Proposal Chair & Second VP (2020-21)
• Maryland TESOL: Co-Developer & Board Liaison- Mentorship Program (2022-24)
• Maryland TESOL: Teacher Education IS Chair (2019-20) & Chair-Elect (2018-19)
• TESOL International: Coordinator & Chair, Advocacy Action Days Opening Session (2024) & LGBT PLN Conference Session (2024)
• TESOL International: Reviewer, APC (2023-24)
• TESOL International: Convention Proposal Reviewer (2008-present): ALIS, TEIS, Personal & Professional Development
• Maryland State Department of Education: Accountability/Assessment Task Force- Multilingual Learner Education Lead (2024-present)
• Maryland State Department of Education: Blueprint for Maryland's Future- Workgroup on English Learners in Public Schools (2021-22)
• Maryland State Department of Education: Every Student Succeeds Act (ESSA) State Plan External Stakeholders Committee- English Learner Education Lead (2016-19)
• NYS TESOL: Board Member (2010-12) & Chair- Membership/Marketing Committee
• NYS TESOL: Teacher Education Symposium: Co-Developer & Co-Chair (2012-13)

• Lyons, S., Fagan, D.S. & Pentón Herrera, L.J. (Eds.) (forthcoming). Language teacher associations, educator professional development, and learning across spaces. Innovation in Language Learning and Teaching Journal
• Fagan, D.S. (2024, Spring). An era of rapid educational change for Maryland's P-12 multilingual learners: 2018-2024 and beyond. Maryland TESOL Quarterly. 
• Gómez, M., Fagan, D.S., & Baptista, G. (2024, February 29). Educators call for social justice for Maryland's multilingual learners [Editorial]. Maryland Matters.
• Fagan, D.S. (2023, June). Expanding my community of "learning collaborators" at the TESOL Convention. TEIS: The Newsletter for the TESOL International Association Teacher Education Interest Section. 
• Fagan, D.S., & Pentón Herrera, L.J. (2022). Supporting English learners with disabilities. The State Education Standard: The Journal of the National Association of State Boards of Education, 22(1), 26-31. 

• Fagan, D.S. (Invited). (2024, August). Intersecting teaching, research, and policymaking in TESOL: A practical approach. Presented for Georgia TESOL’s Dr. Elizabeth Webb Professional Learning Series. Virtual.
• Fagan, D.S. (Chair and Moderator), Silverman Andrews, O., Yongue, A., Gonzales, R., Masri, L., Barnhardt, S., & Orbe Jr., C. (Invited). (2024, July). Equal credit for equal work: Delving into the development, advocacy and passage of Maryland's Credit for All Language Learning Act. Panel presented as the opening session for the TESOL International Association’s Advocacy Action Days. Alexandria, VA. 
• KEYNOTE: Fagan, D.S. (2024, April). Equity-driven leadership in TESOL: Reconciling perception, expectation, and need. Presented at the annual TESOL International Association Convention. Virtual.
• KEYNOTE: Fagan, D.S. (2024, March). Reflection, adaptation, and collaboration: Navigating your teaching journey. Presented at the biannual Montgomery County Coalition for Adult English Literacy (MCAEL) Conference. Germantown, MD.
• Fagan, D.S. (Chair), de Jong, E., Valle, R., Trinh, E., Gomez Portillo, M., & Hakemian, J. (Invited) (2024, March). Queerness in positions of TESOL leadership; Rights, roles, & responsibilities. Panel presented as the LGBT PLN Session at the annual TESOL International Association Convention. Tampa, FL.

What do you believe is a burning issue in TESOL today; what would you as a leader of the largest international association in the field plan to do about it?

Our world has experienced drastic changes in a relatively short time, putting a spotlight on already existing issues of identity in our field: who is our focus when we say “teachers” of multilingual learners of English (MLEs), and what do we mean by "teaching".

English language teachers/specialists do not and should not work in a vacuum as they are not the only ones educating and affecting the education of MLEs. Additionally, English teaching today is not relegated to four walls nor is it solely about linguistic systems. Counseling, liaising between communities and schools, translating for families, and/or advocating at classroom and law-making levels may be part of our job though not part of our formal training.

My extensive collaborative work bridges the trifecta of practice, research, and policymaking across educational contexts throughout the world. I’ve had the unique perspective of being part of change from the bottom-up and the top-down and realizing both must happen simultaneously for equitable change to occur, and all stakeholders must take part.

As a leader in the most historically influential association in our field, I would foster new initiatives promoting extensive outreach to those beyond the official title of EL teacher/specialist who are key stakeholders in MLE success to become part of TESOL and collaborate in strategic planning. I would also encourage regular town halls across the globe to hear from members on-the-ground about their teaching roles/expectations evolution to help TESOL better strategize how to lead the field into tomorrow.

Write a biographical statement in which you highlight your professional and leadership experiences.

My name is Drew Fagan and I am a scholar, educator, and advocate for multilingual learners of English (MLEs) and all who contribute to their language success. I have been in the TESOL field for ~25 years as an ESOL teacher and teacher educator in diverse educational settings across the USA, Japan, China, Spain, and Mexico, and was the first English Teaching Assistant Fulbright Fellow to the Slovak Republic. My professional philosophy is that for MLEs to be successful, all stakeholders connected to these learners (teachers, policymakers, administrators, publishers, researchers, etc…) must come out of their siloes and collaborate.

Currently, I am Clinical Professor of Applied Linguistics and Language Education at the University of Maryland, where I oversee programs engaging non-traditional TESOL students in our field. For example, I direct (and developed) the state’s first Ed.D. in School System Leadership Program- TESOL and Dual Language Education Specialization for K-12 school system administrators specifically.

While I have published and presented extensively in research and practitioner-oriented settings, I also engage my work outside of these traditional arenas. As the 2022-2023 Maryland TESOL President, I co-established the first state-wide mentorship program for TESOL professionals. I also work closely with Maryland's Legislature and State Department of Education (MSDE) to enact change related to MLEs' equitable education access, including recently collaborating with policymakers towards the passage of the Credit for All Language Learning (CALL) Act and being appointed by Maryland’s State Superintendent to be the MLE Education Lead on the K-12 curriculum-wide Accountability/Assessment Task Force.

Education

• Nonprofit Leadership Executive Certificate, Harvard School of Education, Remote
• Master of Education, TESOL, Regent University, Virginia
• Bachelor of Science, Communications Studies, Liberty University, Virginia

Professional Work Experience

• Senior Technical Advisor, World Education, 2021 – present
• Education Program Specialist, Maryland Department of Labor, 2018 – 2021
• Adjunct Faculty, University of Maryland Baltimore County, 2018
• Adjunct Faculty, Howard Community College, 2018
• Coordinator and Adjunct Faculty, Community College of Baltimore County, 2012, 2014 - 2017
• Language Assistant, Escuela Oficial de Idiomas, 2012 – 2013
• Adjunct Faculty, Carol Community College, 2012
• Coordinator and Adjunct Faculty, Coast Carolina Community College, 2007 - 2012

Professional Affiliation

• National Coalition for Literacy, Board Member, 2024
• Maryland TESOL Association, Past President, President, First Vice President, Second Vice President, Adult Education Interest Section Chair, 2018 – 2023
• Program Management Institute, Member, 2022
• TESOL International, Member, 2014 - 2024

• Harris, J., Cherewka, A., and Scherer, D. (2024). Valuing Diverse Cultural Assets in Adult Education. Enhancing Access for Refugees and New Americans Publication. https://lincs.ed.gov/sites/default/files/EARN_Cultural_Profiency_Spotlight.pdf
• Stadd, J., Harris, J., Willson Toso, B. (2024). Adult Education and the Workforce Development System: Partnering to Improve Services. Enhancing Access for Refugees and New Americans https://lincs.ed.gov/sites/default/files/EARNWorkforceDevSys.pdf
• Co-Author: Harris, J. (2022). Digital Literacy Resources for Advancing Instructional Practices, Learner Engagement, and Student Outcomes. COABE Journal: Technology and Adult Learning.
• Author: Harris, J. (2022). Adult English learners with limited or interrupted formal education in diverse learning settings. In L. J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices. Springer.
• Author: Harris, J. (2021). Beloved. In L. J. Pentón Herrera & E. T. Trịnh (Eds.), Critical storytelling: Multilingual immigrants in the United States (pp. 40-42). Brill/Sense. https://doi.org/10.1163/9789004446182
• Co-Author: Maryland Adult Education. (2020). Digital Literacy Framework: Instructor Implementation Guide.
• Co-Author: Cruz, I. & Harris, J. (2018). Culture’s Enhancement of Instruction and Learning. Maryland TESOL Association Newsletter.

• Building digital Skills and Literacy: Effective Instructional Practices. LESLLA Conference. 2022. Virtual.
• Building Digital Skills and Literacy: Instructional Strategies for Success. 2023. SETSOL.
• Building Skills and Digital Literacy for Equitable Advancement. CASAS Summer Institute. 2022. San Diego, CA.
• Digital Literacy: Definition and Guidance for Today’s Needs. TESOL International. 2020. Virtual.
• Engaging Technology for English Language Learners. Maryland Association for Adult Community and Continuing Education (MAACCE). 2018. Baltimore.

What do you believe is a burning issue in TESOL today; what would you as a leader of the largest international association in the field plan to do about it?

My academic and professional trajectory is deeply rooted in the belief that all English learners (ELs), regardless of ethnicity or national origin, possess invaluable cultural knowledge, experiences, and perspectives.  Elevating the voices and positions of ELs in a globalized world where political agendas and personal biases often undermine the power of diversity and inclusion is a critical issue that I am committed to addressing through advocacy, strategic program development, and fostering inclusive communication practices.

This commitment aligns with the growing recognition of the importance of a diverse leadership pipeline within organizations serving highly diverse populations.  Reflection of the served population in leadership structures is essential for ensuring effective representation and responsiveness to the unique needs and aspirations of ELs.  Several strategies can contribute to diversifying leadership within organizations serving ELs:

• Diversifying Networks and Partnerships:  Building strategic partnerships with organizations and individuals who represent the diverse demographics of the EL community  fosters a broader and more inclusive perspective in leadership decision-making.
• Building Member Value and Engagement: Developing programs and initiatives that foster a sense of ownership and engagement among ELs empowers them to participate actively in shaping the organization's direction and advocating for their needs.
• Diversifying Funding Sources: Strategically diversifying funding sources reduces reliance on any single funding entity, thereby creating an opportunity for greater autonomy and flexibility in pursuing initiatives that elevate the voices and positions of ELs.

Write a biographical statement in which you highlight your professional and leadership experiences.

Jamie Harris, M.Ed. is a multifaceted adult education leader with expertise in project and program management, grant management and writing, policy development, professional development, instruction, organizational leadership, and technology.  She has served as project director for diverse initiatives impacting educators, administrators, and leaders, managed multi-million dollar grants, and influenced policies. Jamie Harris is a passionate advocate for professional development, creating programs and holding leadership positions within adult education organizations. Her instructional experience spans English for Speakers of Other Languages (ESOL), English as a Foreign Langauge (EFL), Integrated English Literacy and Civics Education (IELCE), Adult Foundational Education (AFE), and technology integration, with a commitment to utilizing technology for enhanced learning. Jamie's expertise extends to professional development and training in blended learning, technology implementation, and various software platforms.  Throughout her work, Jamie fosters effective communication and collaboration. Her Harris work is driven by a core mission: to empower adults to achieve success in both personal and professional endeavors.

Education

• 2004 BA, Computer Science and Business Administration, University of Epirus, Arta, Greece
• 2007 MA, TESOL, Saint Michael’s College, Colchester VT, USA
• 2025 PhD (ABD), E-Research and Technology Enhanced Learning, Lancaster University, UK

Professional Work Experience

• 2022 MA TESOL Faculty at Staffordshire University, UK
• 2019 Director of Executive Education, Al Yamamah University, Saudi Arabia
• 2018 Director of Teaching Development, Al Yamamah University, Saudi Arabia
• 2017 Faculty member, College of Humanities, Al Yamamah University, Saudi Arabia
• 2012 Faculty member, INTERLINK International Institutes, Al Yamamah University, Saudi Arabia 2007 Faculty member, American College of Greece, Greece

Professional Affiliation

• Toastmasters International: (2021 Vice President Public Relations, 2022 Vice President Education, 2023 President)
• TESOL International Association: Nominating Committee (2021 member, 2022 Chair, 2023 Past Chair)
• International Association for Blended Learning: 2021 – 2023, President
• TESOL Gulf: 2021 – 2023, President
• TESOL International Association: ANPC (2018 - 2019 member, 2020 Chair, 2021 Past Chair)

• Reynolds, K., Mendoza G., Suarez D., Effiong O., Kormpas G. (in press) Decentering Advocacy in English Language Teaching. Michigan University Press
• England, L., Kamhi-Stein, L. D., & Kormpas, G. (2023). English language teacher education in changing times: Perspectives, strategies, and new ways of teaching and learning. essay, Routledge.
• Kormpas, G., Coombe C. (2023) English Language Teacher Education and Development through Language Teacher Associations. In England, L., Kamhi-Stein, L. D., & Kormpas, G. (2023). English language teacher education in changing times: Perspectives, strategies, and new ways of teaching and learning. essay, Routledge.
• Kormpas, G. (2023) English Language Teaching Associations on Teacher Well-Being during the COVID-19 Pandemic and Beyond. In Pentón Herrera, L. J., Martinez-Alba, G., & Tính Trịnh, E. (2023). Teacher well-being in English language teaching: An ecological approach. Routledge, Taylor & Francis Group.
• Kormpas, G. (2022) Perspectives on the Shift to Online Learning in Private English Language Centers in Greece. In McCallum, L. (Ed,). (2022). English language teaching: Policy and practice across the European Union. Springer

• Kormpas, G. (2024, September 16-18) [Forthcoming]. AI-driven assessment: How is assessment changing? Developing new authentic assessment models [Conference presentation]. Digital Universities in the Arab World, Times Higher Education, Cairo, Egypt.
• Kormpas, G. (2024, April 19-21). Unveiling Tomorrow: AI Integration and Educational Evolution — Navigating the Changing Landscape of Language Education [Conference presentation]. TESOL Arabia Convention, TESOL Arabia, Dubai, UAE.
• Kormpas, G. (2024, March 21-23). TESOL Communities of Practice and the Future [Conference presentation]. TESOL International Convention, TESOL International Association, Florida, USA.
• Kormpas, G. (2024, March 9-10). Homo Technologicus unleashed: Nurturing Global Mindsets Beyond Language [Conference presentation]. TESOL Greece Annual Convention, TESOL Greece, Athens, Greece.
• Kormpas, G. (2024, February 5-6). Partnership with the private sector: Business Council for Ethics of AI [Conference presentation]. Global Forum on the Ethics of Artificial Intelligence, UNESCO, Kranj, Slovenia.

What do you believe is a burning issue in TESOL today; what would you as a leader of the largest international association in the field plan to do about it?

A critical issue facing TESOL International Association today is ensuring it remains relevant in a rapidly changing educational landscape while maintaining a robust leadership pipeline. TESOL must continuously adapt to emerging trends, such as technological advancements, shifting educational policies, and diverse learner needs, to stay at the forefront of English language teaching.

To address this, I would focus on two key initiatives aligned with TESOL's strategic goals:

Innovation and Adaptability: TESOL should continually innovate and adapt to the changing times by integrating cutting-edge technologies (like AI) and methodologies in ELT. By doing so, TESOL ensures it meets the evolving needs of multilingual learners, enhances the effectiveness and reach of our professional development offerings, supports teachers globally, and positions TESOL as a beacon of knowledge in the world.

Leadership Development: Continue to develop and mentor emerging leaders within the TESOL community through the initiatives of the MPC. Offer targeted training, mentorship opportunities, and leadership pathways to ensure a steady flow of capable leaders aligned with the association's strategic direction. Encourage more members to become leaders, as this will help sustain the association in the future, building a diverse pipeline of leaders ready to navigate future challenges and opportunities.

By focusing on innovation, and leadership development, we can ensure TESOL remains a dynamic and relevant force in the field of English language teaching. As a leader, I am committed to driving these initiatives forward, fostering a vibrant and forward-thinking TESOL community that continues to set the standard for excellence in ELT.

Write a biographical statement in which you highlight your professional and leadership experiences.

Georgios is a seasoned educator and leader with extensive experience in the TESOL community. Currently pursuing a Ph.D. in E-Research and Technology Enhanced Learning, he has dedicated his career to advancing English language teaching. With a BA in Computer Science and Business Administration, an M.A. in TESOL, he has held various academic and leadership positions, including MA TESOL Faculty at Staffordshire University and Director of the Teaching, Learning, and Development Center at Al Yamamah University.

Georgios has been an active member of TESOL International since 2005, serving in numerous leadership roles such as Nominating Committee Chair, ANPC Chair, CALL IS Steering Committee, SRIS, and Global Education PLN. His contributions also include being an Awards Reviewer and a member of the RPC and CPC as the Learning & Technologies strand coordinator.

A Distinguished Toastmaster, Georgios has delivered plenary, keynote and featured speeches at various TESOL organizations worldwide, including SPELT, TESOL Arabia, KSAALT TESOL, TESOL Turkey and others. He served as the MC for the Summit on the Future of the TESOL Profession in Greece, the first President of TESOL Gulf, and President of IABL (International Association of Blended Learning) from 2022 to 2024.

Georgios's leadership philosophy centers on inspiring and empowering others. He has successfully organized large-scale events, facilitated group discussions, and advocated for inclusive policies within TESOL. His commitment to transparency and effective communication has been instrumental in fostering a supportive and collaborative environment. Georgios is dedicated to leveraging his expertise to support TESOL International and its global community.

Education

• Management of Human Resources Certificate, NIAGARA COLLEGE, Welland, Ontario (2012)
• Professional Management Certificate, Management Development Centre, BROCK UNIVERSITY, St. Catharines, Ontario (2008)
• Masters of Applied Linguistics, TESL BROCK UNIVERSITY, St. Catharines, Ontario (2007)
• Bachelor of Applied Linguistics/Psychology, BROCK UNIVERSITY, St. Catharines, Ontario (1999)

Professional Work Experience

• Associate Dean, English Department, Centennial College, May 2023-Present
• Associate Director, YUELI, York University, September 2021-May 2023
• Interim Director, YUELI, York University, June 2021-September 2021
• Interim Associate Director, YUELI, York University, July 2020-September 2021
• EAP Manager, YUELI, York University, May 2018-2021
• Program Development & Quality Assurance Coordinator, ESL Services, Brock University, February-May, 2018
• Academic Coordinator, ESL Services, Brock University, 2003 - 2018
• Instructor, ESL Services, Brock University, 2000 – 2003

Professional Affiliations

• TESOL International Association (2016-present)
• Centre for Canadian Language Benchmarks, Board Member, Ottawa,  June 2019- present
• Leadership Niagara, Board Member, Catharines, 2018 – 2021
• TESL Ontario Board of Directors, Chair, Toronto, 2015 – 2017

• Co-author, Academic Inquiry 2 (2018). Oxford University Press Canada.
• O Canada Workbook (2011). Oxford University Press Canada

What do you believe is a burning issue in TESOL today; what would you as a leader of the largest international association in the field plan to do about it?

One of the most burning issues in TESOL today is the digital divide that affects both educators and learners. The rapid shift to online and hybrid learning environments, accelerated by the pandemic, has highlighted significant disparities in access to technology as  well as digital literacy skills. These disparities can hinder the effectiveness of language instruction and widen the gap between different learner populations.

As a potential board member of the TESOL International Association, I would prioritize addressing the digital divide by suggesting professional development workshops, webinars, and online courses that focus on integrating technology into language instruction effectively. Further the creation of culturally responsive digital learning materials around artificial intelligence is not only needed but should be encouraged. I believe that the best way to do this would be to foster a supportive community where educators can share best practices, resources, and experiences related to digital teaching and learning--something TESOL is already well-established in. 

Also, I believe we will need to advocate for policies that promote the benefits of TESOL teachers in education at the local, national, and international levels when it comes to instruction with artificial intelligence. By advocating now, we can help educational bodies to influence policy to ensure teachers have a place in the classroom and continue to be at the forefront of education.

By addressing the digital divide, TESOL can ensure that all learners have the opportunity to succeed in an increasingly digital world, fulfilling our mission of advancing excellence in English language teaching.

Write a biographical statement in which you highlight your professional and leadership experiences.

With over 20 years of experience in ESL education, I bring a wealth of expertise and a proven commitment to advancing the field. My career includes co-authoring the well-received ESL textbook Academic Inquiry 2, and the workbook for the O Canada series both published by Oxford University Press Canada in 2018 and 2012 respectively. These works reflect my dedication to creating high-quality educational resources that meet the evolving needs of learners and educators.

Active in the TESL/TESOL community, I have held several leadership roles that have shaped my approach to advocacy and professional development. I served as Chair of the TESL Ontario Board from 2015 to 2017, where I led initiatives to enhance teacher support and elevate the standards of ESL education in the province. My tenure as Chair of the Affiliate Network and Professional Council for TESOL International further honed my skills in building collaborative networks and driving strategic initiatives. Additionally, my experience serving on the TESOL Nominating Board two years ago has given me insight into the governance and strategic planning necessary for the continued growth and success of our organization.

Currently, I contribute to the field through my role on the Centre for Canadian Language Benchmarks (2019-present), where I help promote the government benchmarks that are crucial for language assessment and curriculum development.

Through these roles, I have demonstrated a commitment to excellence, innovation, and inclusivity in ESL education. I am eager to bring my experience and strategic vision to the TESOL International Association Board of Directors. 

Education

• Masters of Arts in Teaching English to Speakers of Other Languages. 2002 
  New York University, New York City.  
• TC TESOL Teacher’s Certificate in TESOL. 1999
  Teachers College, Columbia University, New York City.
• Bachelors of Arts in English Language and Literature, double major in Philosophy. 1998
  Fu Jen Catholic University, Taipei.

Professional Work Experience

• Adjunct Lecturer. Department of English Language & Literature, Fu Jen Catholic University, Taipei. 2005 – present.
• Adjunct Lecturer. Department of English Language & Literature, National Normal University, Taipei. Feb 2012 – June 2012.
• Adjunct Lecturer. Department of Applied Linguistics & Foreign Languages, National Taipei University, Taipei. 2006 – 2011.
• Adjunct Lecturer. Department of Applied Foreign Language at National Taipei College of Business, 2003 – 2005.
• Teacher Assistant. Department of East Asian studies at New York University. New York City. 2001-2002.
• Instructor of ESL Communication. Chinese People’s English Institute. New York City. 2001-2002.

Professional Affiliation

• Member of the Professional Development Professional Council (CDPC), TESOL international. Nov 2021-Present.
• Member of the Conferences Professional Council (CPC), TESOL international.. Apr 2016-Mar 2018.
• Chair of Video and Digital Media Interest Section (VDMIS), TESOL international. 2012-2013.
• Editor of Video News. Newsletter of the Video and Digital Media Interest Section, TESOL international. 2004-Mar 2018.
• English Teacher Association, Taiwan (2005-present).

Books 

• Chi, K. (2021) A++ Vocabulary 2000. Taipei: Tangao Publishing.
• Chi, K. (2020) The New TOEIC TEST Classroom. Taipei: Tangao Publishing
• Chi, K. (2015) Grammar for New TOEIC Test. Taipei: Pearson Education Taiwan.
• Chi, K. (2015) Vocabulary for New TOEIC Test. Taipei: Pearson Education Taiwan.
• Chi, K. (2012) New TOEIC Classroom Course. Taipei: Pearson Education Taiwan.

Newspaper Columns

• Chi, K. (2003-2008) “Listening Practices for General English Proficiency Test”. Taiwan News Bilingual Weekly. Taipei: Taiwan News.

• Chi, K. (2017, March) How to Develop a SPOC Course: The Case of FJU’s TOEIC Course. The annual TESOL convention & English Language Expo. Seattle, Washington.
• Chi, K. (2016, April) Using Instructional Video in ELT: a REVIEW. The annual TESOL convention & English Language Expo. Baltimore, Maryland.
• Chi, K. (2014, March) “Tips on Using Video & Digital Media to Teach EFL Listening”. The annual TESOL convention & English Language Expo. Portland, Oregon
• Chi, K. (2013, March) “Using Video, Digital Media in the New ELT Era”. The annual TESOL convention & English Language Expo. Dallas, Texas.
• Chi, K. (2012, March) “How to use Video to Teach Four Skills”. The annual TESOL convention & English Language Expo at Philadelphia, Pennsylvania.  

What kind of leaders does the association need? Why are you a good candidate to choose them?

TESOL requires leaders who can effectively share their experiences and foster unity across its diverse membership.

With over twenty years deeply immersed in TESOL, serving in roles such as newsletter editor and council member, I have developed a profound understanding of the organization's operations and member dynamics. This experience enables me to offer clear guidance and support, ensuring effective leadership within TESOL.

Beyond operational insights, TESOL requires leaders who can unite its global community. My background in international EFL settings has equipped me to recognize and advocate for diverse educational needs across cultural contexts. I am committed to promoting inclusive practices that enhance collaboration and mutual learning among members beyond traditional conference settings.

I am a strong candidate for the Nominating Committee due to my demonstrated ability to attentively listen to TESOL members and understand their perspectives. Effective leadership in TESOL demands empathy, strong communication skills, and a genuine dedication to serving the community. I am committed to amplifying member voices and ensuring that our leadership embodies the inclusive values essential to TESOL's mission.

Through my experience and dedication, I aim to contribute significantly to the Nominating Committee's role in selecting leaders who will guide TESOL towards continued excellence in English language teaching worldwide.

Write a biographical statement in which you highlight your professional and leadership experiences.

Having taught English for nearly 20 years, I entered this career due to my love of language. I enjoy incorporating movies and digital media into lessons, making grammar and vocabulary come alive for students. Additionally, I have strong interests in language assessment, material development, and integrating MOOC technology into my teaching methods.

Seeking to grow and advance my career, I began attending the annual TESOL convention after completing my studies in the US and returning to Taipei, Taiwan, to teach. Long Beach, California, was my first TESOL convention. Over the years, I have made many good friends and learned extensively through these conventions. My involvement deepened as I edited "Video News," the VDMIS newsletter, served as Chair of VDMIS, and became a member of the Conferences Professional Council and the Professional Development Professional Council. These experiences have been some of the most rewarding in my career.

Beyond teaching, I have conducted teacher workshops and developed educational materials. This journey has taught me how to handle various classroom situations and accommodate diverse needs. My international perspective, gained through my studies and professional interactions, has enriched my approach to teaching and collaboration within TESOL. Passing on my love of language and sharing my teaching experiences are among my favorite aspects of this profession.

Education

• Master’s Degree in Higher Education Walden University, Minneapolis, Minnesota (online) August 2015-April 2017
• BSc Honours Degree in Counselling and Health Psychology, Ahfad University for Women, Khartoum, Sudan 2000-2005

Professional Work Experience

• Advanced ITC Instructor- Alfalak Company
  March 2023- Till present
• ESL Instructor-The Leading National Academy LNA (Niagara College)
  June 2022- February 2023
• ESL Instructor at the Tayaran National Aviation Academy (Niagara College)
  October 2021-June 2022
• ESL Instructor at the Leading National Academy-LNA (Niagara College)
  October 2020-October 2021
• ESL Instructor at the International Technical College in Makkah (Niagara College)
  August 2019 – July 2021
• ESL Instructor at Laureate College of Excellence in Makkah
  August 2014- June 2019
• English Teacher -British Educational Schools, Khartoum, Sudan 2005-2014
• Academic Coordinator-British Educational Schools, Khartoum, Sudan 2007-2014
• English Trainer- Management Development Center, Khartoum 2005-2007 (Part Time)
• ESP Instructor British Educational Institutes, Khartoum March- July 2009 (Part Time)

Professional Affiliation

• KSAALT TESOL Annual Conference Co-Chair April 2024 till present
• Past Chair of the TESOL International Professional Development Professional Council member 2019-2020
• Development Professional Council, Incoming,Chair, Past Chair 2020-2024
• Organizing Committee Member of the PLN Womentorship in ELT  May 2021-May 2023
• Professional Development Coordinator at Kingdom of Saudi Arabia Association for Language Teachers (KSAALT) August 2018- January 2021
• Executive Secretary at Africa ELTA   October 2018- July 2021
• Acting Vice President- TESOL Sudan August 2016- March 2020

• “Womentoring” in as Leadership Development in the field of TESOL In Reinders, H. Language in Teacher Leadership: Insights from Research and Practice. Springer
  Nature –Palgrave Macmillan. https://link.springer.com/book/9783031428708

• KSAALT TESOL (Kingdom of Saudi Arabia Association for Language Teachers) invited speaker session Riyadh Chapter Invitation
• TESOL France Invited Speaker Plenary Presentation: Transformative Paths: Uncharted Journey of ELT Educators (November,2023)
• New York State TESOL Annual Conference Presentation: Examining Inclusive,Dynamic Practices.(October,2022)
• Invited Speaker Presentation -Elevate Your Game Through Communities of Practice: Onwards and Upwards (TESOL International Elevate (October,2022)
• TESOL International Affiliate Network Virtual Event
  Presentation: The Power of Affiliate Networks: A Journey to Remember (April,2021)

What kind of leaders does the association need? Why are you a good candidate to choose them?

TESOL needs leaders who have diverse cultural backgrounds to bring their unique experiences to the table.

I have a diverse cultural background, having been born and raised in the UK, growing up in Saudi , and later moving to Sudan.This has taught me how to value equity, diversity, and inclusion, respecting all backgrounds and this is a core value of the TESOL Association.

It’s crucial to have leaders who are committed to lifelong learning.

I am a lifelong learner, and my application for this position reflects my belief that learning never ends. I have progressed from a TESOL member to a member of the PDPC to the Chair, and now seek to join the nominating committee.

The association needs experienced leaders:

Throughout my career, I have consistently sought out new opportunities to learn and grow as a TESOL professional. I have been involved in numerous associations and have held various leadership positions within the TESOL International community and beyond. These experiences have equipped me with the skills, abilities, and knowledge necessary to join the Nominating Committee.

The association needs leaders with networking capabilities

I am a strong candidate for the nominating committee due to my extensive social media network of over 30,000 contacts. My active participation in both online and in-person events worldwide has increased my visibility, allowing me to locate potential candidates through my networking skills.I am confident in my ability to choose leaders due to my extensive experience in various leadership positions within different associations.

Write a biographical statement in which you highlight your professional and leadership experiences.

Hind is an active member in the field of professional development and has held numerous leadership positions within various associations, including TESOL International Association.

She served as Chair of the TESOL PDPC. Engaged in multiple roles, Hind served as the Acting Vice President of TESOL Sudan,Executive Secretary at Africa ELTA, and PD Coordinator at KSAALT TESOL in Saudi. Furthermore, she contributed as a member of the former Womentorship in ELT committee and as a TESOL New Member Guide. She also served as a National Geographic Advisor.

Hind currently holds key roles as an IATEFL Global Issues committee member, a British Council ELTon Awards Judge, and  is a founding member of TESOL Arabia, the newest TESOL International affiliate in the Emirates.

Additionally, she is a Co-Chair of the KSAALT TESOL Annual Conference.

In 2021, she was recognized as a TESOL International Leadership Mentoring Program Award recipient, which helped her develop her personal and professional skills. Hind has completed the TESOL International Leadership development program Course multiple times and uses it as a reference. In 2020, she was selected as a TESOL International Convention Ambassador, which provided her with valuable insights into the association and the convention's inner workings.

Throughout her career, Hind has had the honor of serving in various leadership roles within TESOL affiliates and other associations in Africa, the US, and the Middle East. These experiences have been invaluable in providing her with the knowledge and skills necessary for her personal and professional growth.

Education

• M.A. TEFL, School for International Training, Brattleboro, VT.
• M.A. English Literature and History Interdisciplinary (online), Western New Mexico University, Silver City, N.M.
• M.A. French, University of Wisconsin, Madison, WI.
• M.A. French, Gwynedd Mercy University, Gwynedd Valley, PA.

Professional Affiliation

• Nazarbayev University, Astana, Kazakhstan, Instructor Rhetoric and Composition, 2020-present
• Wenzhou-Kean University, Wenzhou, China, Lecturer II English, 2016-2019
• English Language Fellow, Regional Institute of English, Chandigarh, India, 2015-2016
• Community College of Qatar, Doha, Qatar, Lecturer in ESOL, 2013-2015
• TESOL International Association, Board of Directors, 2008-2011

Research & Publications

• Hoelker, J. & Clark, T. (2024 July, book publication date.). Results and revelations about a dual immersion kindergarten in China: Reflections on research. In K. M. Reynolds and K.-D. Duttig (Eds.). K-12 Classroom research in language teaching and learning: Narratives for understanding and engaging in teacher research. Routledge Research in Language Education.
• Hoelker, J., Baker, M., Hillis, M., & Khawaja, A. (2023). The Vitality of virtual conference connection in online spaces. In R.J. Dickey & H.K. Lee (Eds.), AsiaTEFL Proceedings 2023: Papers from the 21st AsiaTEFL Conference, 703-712. AsiaTEFL. (ISBN: 979-11-982534-0-8).
• Hoelker, J. (2018). “Single-sex and mixed-sex classrooms,” in The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Chehadeh). Hoboken, USA: John Wiley & Sons, Inc.

• Hoelker, J. & Clark, T. (2024 July, book publication date.). Results and revelations about a dual immersion kindergarten in China: Reflections on research. In K. M. Reynolds and K.-D. Duttig (Eds.). K-12 Classroom research in language teaching and learning: Narratives for understanding and engaging in teacher research. Routledge Research in Language Education.
• Hoelker, J., Baker, M., Hillis, M., & Khawaja, A. (2023). The Vitality of virtual conference connection in online spaces. In R.J. Dickey & H.K. Lee (Eds.), AsiaTEFL Proceedings 2023: Papers from the 21st AsiaTEFL Conference, 703-712. AsiaTEFL. (ISBN: 979-11-982534-0-8).
• Hoelker, J. (2018). “Single-sex and mixed-sex classrooms,” in The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Chehadeh). Hoboken, USA: John Wiley & Sons, Inc.

• Hoelker, J. & Clark, T. (2023/04-03/04). A Kindergarten in China begins implementing The 6 Principles®: Part 2. A dual immersion kindergarten in China began implementing The Six Principles®. Language assessment is conducted in English (the guest language) and Mandarin (the heritage language). TESOL International Virtual Convention, Portland, Oregon, USA.
• Hoelker, J. & Clark, T. (2022/29/07). A Unique laboratory of Chinese and English languages. Translanguaging is practiced by copying storybook pages into PowerPoint frames on a smart board with English and Chinese subtitles. TCA Global English Education China Assembly Conference, Hangzhou, China.
• Hoelker, J., Gephart, D., Vikhnevich, S., & Robbins, J. (2019/14/03).  Chinese English learners use digital tools for autonomous learning: What works? Insights into digital learning tools to develop research, writing, and vocabulary skills in an English-Sino-U.S. partnership. TESOL International Association Convention, Atlanta, Georgia, USA.
• Hoelker, J. (2019/19/09). What a good reader needs to know. Participants explore the nine components of word knowledge for vocabulary mastery. SETRA: China International Teaching and Research Convention, Dalian, China.
• Hoelker, J. (2018/19/09). Teaching and classroom management through the power of personality. Matching teaching approaches to student personalities through the MBTI facilitates lesson planning and classroom management. SETRA: China International Teaching and Research Convention, Nanjing, China.

What kind of leaders does the association need? Why are you a good candidate to choose them?

I am a good candidate to serve on the Nominating Committee. For example, once elected as Chair of the English as a Foreign Language Interest Section (EFL IS), I surveyed meeting attendees, conference presenters, and attendees at the EFL IS Business Meeting to find prospective leaders. I invited viable candidates to submit the election paperwork.

As the new Chair-elect, I organized an EFL IS dinner at the annual conference. I made the reservation at the restaurant and advertised the event by email, requesting that interested parties make a reservation. The members knew this was not a last-minute search for some eatery that happened to be open. A couple of days before our Tuesday night dinner, which was our Business Meeting, the officers and friends of the EFL also recruited attendees for dinner. Many became EFL IS officers. One such attendee told me last year that his career took off after meeting me and attending the dinner. He is now running for a TESOL Executive Officer position. I encouraged past officers to be newsletter officers or community liaisons so they could be a resource for the new EFL IS Chair. The elected Chairs continued these practices for many years after my term ended. When leading a group for Team TESOL, I remember that a good leader is a good listener who encourages others to speak up. A good leader lets colleagues know that their ideas and contributions are valuable. A good leader acknowledges the contributor of interesting and important comments during a discussion.

Write a biographical statement in which you highlight your professional and leadership experiences.

I have led an extensive career as an English as a Foreign Language instructor in universities in Asia, the Middle East, Africa, and Central Asia.

My professional biography is published in the 2023 Marquis Who’s Who edition.

• Marquis Who's Who Selects Jane Hoelker, MA, English Educator of the Year.
• https://www.24-7pressrelease.com/press-release/494839/marquis-whos-who-selects-jane-hoelker-ma-for-her-tenure-in-education . All Press Releases for October 05, 2022
• The School for International Training, Brattleboro, Vermont, USA, lists me as an alumnus active in Education and Social Change.
• Featured SIT alum, Education and Social Change 2024. https://graduate.sit.edu/about/career-impact/.

Having served in various leadership roles in the TESOL International Association, I was elected to the TESOL Board of Directors in 2008. Before this, I was President of TESOL Arabia in the United Arab Emirates, where I practiced leadership through motivation, high energy, enthusiasm, and a strong understanding of others. As a life coach certified by the International Coach Federation, I support leaders and educators in exploring and cultivating their personal landscape. My strong social conscience inspired me to provide service in a global context. Volunteering for the Peace Corps, I taught EFL in African universities. As an English Language Specialist consulting for the U.S. State Department, I conducted teacher training workshops in India, Bahrain, Egypt, and Oman. What inspires me as an educator is bearing witness to that moment in the classroom where knowledge meets action, and the process named learning empowers yet another student.

Education

• Doctor of Philosophy in Education with specialization in English Education (2016); University of Virginia, Charlottesville, VA
• Master of Arts in English Language and Literature (2011); Lebanese University, Beirut, Lebanon
• Bachelor of Arts in English Language and Literature, English Teaching Certification (2002) Lebanese University, Beirut, Lebanon

Work Experience

• Associate Professor; University of Nevada, Reno 2022-present · Assistant Professor; University of Nevada, Reno 2016-2022
• Graduate Assistant; University of Virginia, Charlottesville, VA 2012-2016
• SABIS® School Network, Abu Dhabi, United Arab Emirates 2007-2012
  • Senior English Consultant (K-5) (2010-2012)
  • English Coordinator (K-5) (2007-2010)

Classroom Teaching Experience

• English as a Foreign Language (EFL) Teacher, Grades 10-11; Christian Teaching Institute; Beirut, Lebanon (2006-2007)
• Coordinator and Homeroom Teacher, Grade 3; Abu Dhabi International Private School; Abu Dhabi, United Arab Emirates (2004-2006)
• English as a Foreign Language (EFL) Teacher, Grades 4-6; Brummana High School; Beirut, Lebanon (2000-2004)

Professional Affiliation

• TESOL International Association (member since 2013) o
  • Chair-elect, Chair, and Past-Chair; TESOL International Association’s Awards Professional Council (2021-2023)
  • Member; TESOL International Association’s Awards Professional Council (2018- 2021)
  • Member; TESOL International Association’s Research Professional Council (2016-2019)
• American Association for Applied Linguistics (AAAL) -- intermittent membership
  • Chair; AAAL Membership Task Force (2024)    
• American Educational Research Association (AERA) -- intermittent membership
  • Co-Chair; Second Language Research SIG (AERA), 2024 Distinguished Dissertation Award Committee

• Karam, F. J., & Kibler, A. K. (Eds.) (2024). Critical dialogic TESOL teacher education: Preparing future advocates and supporters of multilingual learners. Bloomsbury.
• Warren, A. N., & Karam, F. J. (2024). Advocacy through sociodramatic scriptwriting: Figured worlds of multilingualism in online language teacher education. Teaching and Teacher Education, 144, 104587.
• Karam, F. J., & Kibler, A. K. (2023). Unveiling the hidden curriculum: The mentoring and socialization experiences of an international TESOL student. In H. Kayi-Aydar, K. Steadman, and A. Shea (Eds.), Narratives of TESOL Professionals: Navigating the Doctoral Program (pp. 187-202). Information Age Publishing.
• Karam, F. J., Oikonomidoy, E., & Kibler, A. K. (2021). Artifactual literacies and TESOL: Narratives of a Syrian refugee-background family. TESOL Quarterly, 55(2), 510-535. https://doi.org/10.1002/tesq.3001
• Karam, F. J. (2021). Re-envisioning the ESOL classroom through a virtues-based curriculum: Contributions to Critical Dialogic Education. TESOL Journal, 12(3), 1-19. http://dx.doi.org/10.1002/tesj.582

• Karam, F. J., & Kibler, A. K. (2024, March). Critical and dialogic language teacher education: Preparing future advocates and supporters of multilingual learners [colloquium]. American Association for Applied Linguistics, Houston, TX.
• Karam, F. J. (2023, April) "I rely on Allah": The role of religion in the resettlement experiences of a Syrian Muslim refugee-background family in the United States [Paper Presentation]. American Education Research Association Annual Meeting, Chicago, IL.
• Dwikat, K., Dimitrieska, V., Jain, R., & Karam, F. J. (2022, March). An exploration of the barriers NNESTs face in TESOL [invited panel presentation organized by Bashar Al Hariri and Fatmeh Waleed]. Teachers of English to Speakers of Other Languages International Convention & English Language Expo, Pittsburgh, PA.
• Karam, F. J. (co-chair and organizer), de Costa, P. (co-chair and organizer), de Jong, E., Li, G., Kayi-Aydar, H., Schall-Leckrone, L., Varghese, M., & Kanno, Y. (2019, March). AERA at TESOL: Policy impacts on TESOL endorsements and certifications [Panel Presentation]. TESOL International Convention & English Language Expo, Atlanta, GA.
• Lopriore, L., Christison, M., Wong, L., Karam, F. J., & Baker, L. (2019, March). Research Mentoring Workshop for Novice Researchers [Workshop]. TESOL International Convention & English Language Expo, Atlanta, GA.
• Karam, F. J. (chair and organizer), August, D., Heineke, A. J., Johnson, D. C., & Segota, J. (2018, March). Shaping Educational Policy: What Role Does Research Play? [Panel Presentation].  TESOL International Convention & English Language Expo, Chicago, IL.

What kind of leaders does the association need?  Why are you a good candidate to choose them?

TESOL needs leaders who can both be good stewards and visionaries. I use the word stewards because TESOL carries a rich legacy and history that needs to be preserved and celebrated. At the same time, a good steward may critically examine its achievements and shortcomings, and provide an innovative path forward into the future. To do that, a TESOL leader needs to be knowledgeable, competent, flexible, and appreciative of diverse viewpoints and positionalities.

To be part of the selection process of future TESOL leaders is an honor and a huge responsibility. While I believe my competencies and skills reflect the ones described as required for this volunteer role, it is also my hope that my own positionalities, identities, and experiences can be of help in supporting my prospective role as a member of the Nominating Committee.

Write a biographical statement in which you highlight your professional and leadership experiences.

Fares J. Karam is an Associate Professor of Teaching English to Speakers of Other Languages (TESOL) in the College of Education and Human Development at the University of Nevada, Reno. Prior to his doctoral studies at the University of Virginia, he taught English language arts in Lebanon in bi/multilingual contexts. He also worked as a Senior English Consultant in the United Arab Emirates where, in collaboration with local school principals and language teachers, he coordinated all aspects of English as a Foreign Language (EFL) for a cluster of Emirati public schools.

His scholarship focuses on the language and literacy development of immigrant and refugee multilingual learners of English. His research has been published in such journals as Research in the Teaching of English; TESOL Journal; and TESOL Quarterly. Karam currently serves on the editorial board of TESOL Quarterly and the Journal of Language, Identity & Education. He has served as chair of TESOL International Association’s Awards Professional Council (2022) and also served as a member of the association’s Research Professional Council (2016-2019).

Dr. Karam was a 2022 National Academy of Education (NAEd)/Spencer Postdoctoral Fellowship Semifinalist. He received the 2018 College of Education Outstanding Faculty Research Award from the University of Nevada, Reno, and his doctoral research was awarded the 2017 Distinguished Dissertation Award from the American Educational Research Association (AERA) Second Language Research Special Interest Group. He was also the recipient of the 2016 TESOL Award for an Outstanding Paper on Non-Native English Speakers in TESOL (NNEST) Issues, awarded by TESOL International Association.

Education:

• Ph.D. in Education, Curriculum and Instruction, Iowa State University, Ames, Iowa, USA, 2012. Minor: Applied Linguistics & Technology. Dissertation: East Asian students’ negotiation of silence in a university intensive English reading class.
• M.A. in Language Teaching Studies, Linguistics, University of Oregon, Eugene, Oregon, USA, 2007. Thesis: Using CALL to improve EAP reading comprehension skills for Korean undergraduates in technical fields.
• TESOL Certificate, Hanyang-Oregon Joint TESOL program. Hanyang University, Seoul, South Korea, 2004.
• Ph.D. in English Linguistics, English Language and Literature, Hanyang University, Seoul, South Korea, 1998. Dissertation: Some Effects of Movement on the Semantic Interpretations of Multiple WH-Constructions.
• M.A. in English Linguistics, English Language and Literature, Hanyang University, Seoul, South Korea, 1994. Thesis: Constituency analysis of English small clauses within the theory of barriers
• B.A. in English Language and Literature, Minor in Journalism and Mass Communication, Hanyang University, ERICA Campus, Kyunggi, South Korea, 1992

Professional Work Experience:

• EdTech Specialist. Saigon International University, 2023-present
• Dean, School of Foreign Languages. Saigon International University, 2017-2024
• Chair, Department of English. Saigon International University, 2014-2024
• Coordinator, Curriculum and Instruction. Saigon International University, 2014-2019
• Acting Dean, School of Foreign Languages. Saigon International University, 2014-2017
• Senior Lecturer (equivalent to Associate Professor), Department of English. Saigon International University, 2014-present. Courses taught: American Culture, English skills (reading, writing, speaking), Expository Writing, Multi-Ethnic Literature in the U.S.
• Des Moines Area Community College, Des Moines, Iowa, USA, 2013. Non-credit ESL courses, ESL literacy tutoring.
• Graduate Teaching Assistant and Lecturer. Intensive English and Orientation Program (IEOP), English Department, Iowa State University, Ames, Iowa, USA, 2009-2012. English skills courses (reading, writing, listening, speaking), English grammar courses

Professional Affiliations:

• International Journal of Multicultural Education (IJME). Peer Reviewer. 2012 – Present
• TESOL International Association. CALL-IS Steering Committee member, CALL-IS Chair-Elect, DLT Strand Coordinator, and Proposal Reviewer. 2010 - Present.
• The Society of English Education in Korea. Permanent membership. 1998 - Present.
• Mid-America TESOL. Organizing Committee member, Proposal Reviewer. 2010-2013.
• ORTESOL. Member, Conference Volunteer. 2007-2013.

Textbooks

• Kang, M., Nguyen, N., & Tran, C. (2020). Developing Skills for English-Vietnamese Business Translation. Finance Publishing House. Copyright at Saigon International University. ISBN: 978-604-79-2567-4.

Research Papers in Progress

• Kang, M. (2024). Exploring Grade 10 EFL Students' Attitudes Toward AI Integration in Language Learning Through Shakespearean Literature. (submitted July 3, 2024, to Inquiry in Education)

Research Papers in Proceedings

• Kang, M. (2024). Exploring Advantages of In-Class Flip Learning to Enhance Cultural Competence. Proceedings of the International Conference on Arts and Humanities, Vol.10, Issue 1, 2023, pp. 66-76. DOI: https://doi.org/10.17501/23572744.2023.10104.
• Kang, M. (2022). Student Transition during the COVID-19 Pandemic: A Case of Ho Chi Minh City. Proceedings of the World Conference on Children and Youth, Vol. 3, Issue 1, 2022, pp.1-9. DOI: https://doi.org/10.17501/26731.

• Kang, M. (2024). Empowering English Learners with Diffit. Webinar for faculty at the School of Foreign Languages. Saigon International University. Ho Chi Minh, VN. May 15, 2024, 8:00-8:30 am. Vietnam.
• Kang, M. (2024). Enhancing Language Teaching by Incorporating AI-generated Images into Vocabulary Activities. Virtual workshop for faculty at the School of Foreign Languages. Saigon International University. Ho Chi Minh, VN. Apr. 17, 2024, 8:00-9:00 am. Vietnam.
• Kang, M. (2024). Integrating Artificial Intelligence in Literature Education: Opportunities and Challenges. A virtual Peer Coaching session for literature teachers at Asian International School (AIS), Group of Asian International Education (GAIE). Ho Chi Minh, VN. Mar. 28, 2024, 3:45 - 4:30 pm. Vietnam.
• Kang, M. (2023). Exploring Advantages of In-Class Flipped Learning to Enhance Cultural Competence. Paper presented at the 10th International Conference on Arts and Humanities (ICOAH). Sept. 8, 2023, 10:10 - 10:30 Thailand Time. Bangkok, Thailand.
• Kang, M. (2023). Tackling Plagiarism through In-class Flip-based Collaboration. Pre-recorded presentation at the TESOL 2023 Virtual Convention. 3 - 4 April 2023.

What kind of leaders does the association need? Why are you a good candidate to choose them?

The TESOL International Association needs visionary yet pragmatic leaders who are culturally responsive and able to navigate the complexities of an increasingly globalized and digital educational landscape. These leaders must demonstrate a deep understanding of the diverse needs of TESOL professionals and learners across different contexts. They should be committed to advancing equity, inclusivity, and innovation within the association and the broader TESOL community.

As a candidate for the Nominating Committee, I bring a wealth of experience and a unique perspective that aligns with the association’s needs. With a background in education and leadership roles across various institutions, I have developed a keen eye for recognizing and fostering leadership potential. My extensive experience in curriculum development, nonprofit leadership, and international collaborations has equipped me with the skills to identify leaders who can drive the association forward while staying true to its core values.

Moreover, my commitment to professional development and mentoring within the TESOL community demonstrates my dedication to supporting the next generation of leaders. I understand the importance of selecting leaders who not only have the qualifications but also the passion and vision to inspire and lead with integrity. My ability to discern these qualities in candidates makes me a strong choice for the Nominating Committee.

Write a biographical statement in which you highlight your professional and leadership experiences.

Michelle Kang is a distinguished educator and leader with a robust background in curriculum development, language instruction, and non-profit management. She earned her Ph.D. in Education, Curriculum and Instruction, with a minor in Applied Linguistics and Technology, from Iowa State University. Her academic journey also includes an M.A. in Language Teaching Studies from the University of Oregon and advanced degrees from Hanyang University in Seoul, South Korea.

Currently serving as a Faculty PD Specialist at Saigon International University (SIU) in Ho Chi Minh City, Vietnam, Michelle has held numerous leadership roles, including Dean of the School of Foreign Languages and Chair of the Department of English. She has been instrumental in curriculum design, faculty development, and accreditation, significantly contributing to the university's academic excellence.

In addition to her academic roles, Michelle is the founder and president of One Life One Heart (OLOH) International, a non-profit organization dedicated to providing mental health support to sexual abuse survivors. Her leadership in this domain underscores her commitment to community service and social justice.

Michelle's professional affiliations include active memberships in the TESOL International Association, the International Journal of Multicultural Education, and the Iowa Nonprofit Resource Center.

Through her extensive teaching experience, Michelle has developed a deep understanding of cross-cultural education and has published numerous books and research articles. Her work has consistently focused on integrating technology into education, improving language learning outcomes and engagement, and fostering intercultural competence. Michelle's dedication to education and community service inspires and empowers those around her.

Education

• Ph.D. in Second Language Acquisition and Instructional Technology, University of South Florida, Tampa, FL, USA (2013– 2020)
• M.A. in Mass Communications, University of South Florida, Tampa, FL, USA (2007–2011)
• B.A. in Journalism, Babes-Bolyai University, Cluj-Napoca, Romania (1997–2001)

Professional Work Experience:

• Virtual English Language Fellow, U.S. Department of State (2022–Present)
• Alumni Ambassador 2023 - 2024, English Language Programs, US State Department, Washington DC (2023 – 2024)
• Linguist, The Wolverine Group, Tampa, FL (2023–Present)
• Lecturer, University of California, Berkeley (2023–Present)
• President, Sunshine State Teachers of English to Speakers of Other Languages (SSTESOL), Tampa, FL (2023)

Professional Affiliations:

• SSTESOL (Sunshine State Teachers of English to Speakers of Other Languages), President (2023)
• English Language Programs, State Department, Alumni Ambassador (2023–2024)
• TESOL International Association, Co-Chair, Intercultural Communication Interest Section (2022–2023)
• Florida Educational Research Association, Chair, Publications/Newsletter Committee (2019–Present)

• Senyshyn, R. & Lypka, A. (2024). Voices of Courage and Vulnerability: Teaching English in a Society at War (Ukraine 2022-2023). SSTESOL Press
• Lacroix, J. A., Bohon, L., Lapornik, B., Lypka, A. E., & Prado, J. (2024). Storytelling: Five Identity-Focused Activities for Teaching Intercultural Competence to Multilingual Learners. Journal of Language & Literacy Education, 20(1).
• Lypka, E. A. (2022). Toward participatory digital visual methods (PDVMs) to support LESLLA learners: Theoretical and practical considerations for practitioner-researchers. In L. J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education (pp. 301–319). Springer.
• Lypka, A. E., & De Felice, D. (2020). Telecollaborative Storytelling: Reframing English Language Learners' and Preservice Teachers' Identity, Multimodal Literacy, and Intercultural Competency. In Handbook of research on cultivating literacy in diverse and multilingual classrooms (pp. 146-165). IGI Global.
• Lypka, A. (2018). Infusing participatory digital service-learning to deepen community-engaged professional excellence: Triumphs and challenges. The Reading Matrix: An International Online Journal, 8(2), 77-93

• Bustos González, L., Douidi, A., Lapornik, B., Lypka, A., & Williams, C. (2023). Open Windows to the World: Developing Intercultural Understanding Through Reading. Intersection Section Panel. Intersections of Interculturality and Multimodality: Perspectives and Possibilities. TESOL 2023 International Convention, 21-24 March, Portland, Oregon, USA.
• Deutsch, N., Han S., Lypka, A., Wong, J., & Yazdanpanah, R. (2023). Teaching Intercultural Competence in the New Global Techno World. Intersection Section Panel. Intersections of Interculturality and Multimodality: Perspectives and Possibilities. TESOL 2023 International Convention, 21-24 March, Portland, OR, USA.

What kind of leaders does the association need? Why are you a good candidate to choose them?

The TESOL International Association needs leaders who embody diversity, empowerment, and professionalism to navigate the complexities of our global educational landscape. These leaders must understand and appreciate the diverse cultural and educational backgrounds of our members, fostering an inclusive environment where every voice is valued.

As a first-generation college graduate and a former ELL with learning disability, I deeply resonate with the transformative power of education. My leadership philosophy, inspired by John Maxwell, emphasizes empowerment over power, believing that great leaders uplift others to achieve collective success.

I bring to the table a wealth of international experience and a commitment to inclusivity. My tenure as a TESOL leader has shown my dedication to empowering colleagues and students alike, leveraging their unique talents to achieve shared goals. I believe in setting high standards while maintaining accountability and transparency in executive operations.

My journey has been shaped by diverse mentors who instilled in me the values of inclusivity, professionalism, and transformational leadership. I am honored to continue their legacy by fostering a culture within TESOL that embraces diversity, values collaboration, and strives for continuous improvement.

As a candidate for the Nominating Committee, I am prepared to identify and advocate for leaders who embody these principles, ensuring that TESOL continues to advance its mission of promoting excellence in English language teaching and learning worldwide. Together, we will empower educators and learners alike to thrive in a rapidly changing global environment.

Write a biographical statement in which you highlight your professional and leadership experiences.

Andrea Enikő Lypka, Ph.D., has over 15 years of teaching experience in Guinea-Bissau, Romania, China, and the U.S. Currently, she teaches cross-cultural understanding and methods of TESOL to preservice teachers and ESL to journalists. As an Alumni Ambassador for the English Language Programs she is promoting exchange of experience and ideas on English language teaching in a global context. She serves as Publications Chair of the Florida Educational Research Association, Past President of Sunshine State TESOL, and Past President of the Intercultural Interest Section TESOL. Her research interests include qualitative research methods and computer mediated language learning.

Education

• Ed.D. in TESOL (Teaching English to Speakers of Other Languages), Anaheim University, Anaheim, California, USA
• MA in TESL (Teaching English as a Second Language), the Pennsylvania State University, State College, Pennsylvania, USA
• BA in English Language Education, College of Foreign Languages, Vietnam National University, Hanoi, Vietnam

Professional Work Experience:

• Chief Learning Officer, Pangea Chat, USA (09/2024-present)
• Founder, Eduling International (2019-present)
• Senior Research Analyst, Shorelight Education, USA (02/2024-06/2024)
• Director of the English Language and Pathways Programs, Chatham University, Pittsburgh, PA (2011-2023)
• Adjunct Assistant Professor, Anaheim University’s School of Education, California (Spring 2024)
• Adjunct Professor, Education Department, Duquesne University, Pittsburgh, PA (Spring 2019)
• Visiting Professor, Wenzhou Medical University, Wenzhou, China (Fall 2018 and Fall 2019)
• Adjunct Professor, Education Department, Chatham University, Pittsburgh, PA (Fall 2018)
• Part-time Language Development Specialist, Carnegie Mellon University, Pittsburgh, PA (Spring 2011 and Summer 2011)
• Lecturer of English, College of Foreign Languages, Vietnam National University, Hanoi, Vietnam (2003-2006)

Professional Affiliations

• Member, Incoming Chair, Chair, Past Chair, TESOL International Association Affiliate Network Professional Council (2019-present)
• Local Co-Chair, TESOL 2022 International Convention for 2000+ attendees (2022)
• Member, University Assessment Committee, General Education Committee Chatham University (2015-2020)
• National Screening Committee Member, Fulbright English Teaching Assistantships (2017-2019)
• Vice-President (2013-2014), President (2014-2015), and Past President (2016-2017), Three Rivers TESOL

• Phung, L., Reinders, H. & Pham, H. (2024). Innovation in language teaching: The case of Vietnam and Cambodia. London, UK: Palgrave.
• Phung, L., Nakamura, S. & Reinders, H. (2020). The effect of choice on affective engagement: Implications for task design. In P. Hiver, S. Mercer, A. Al-Hoorie (eds.) Student Engagement in the Language Classroom. Bristol: Multilingual Matters.
• Nakamura, S., Phung, L. & Reinders, H. (2020). The effect of choice on L2 task engagement. Studies in Second Language Acquisition.
• Wolf, D. & Phung, L. (2019). Studying in the United States: Language learning challenges, strategies, and support services. Journal of International Students, 9(1), 211-224.
• Phung, L. (2017). Task preference, affective response, and learners’ engagement in L2 use in a U.S. university context. Language Teaching Research, 21(6), 751-766.

• A text-based and task-based approaches to materials development. Virtual at Syria TESOL Conference, April 2024.
• Mobile learning and Task-based Language Teaching. A keynote speech at the “New Trends in English Language Teaching in Iraq: Exploring Challenges and Solutions.” Virtual, April 2024.
• AI for language learning. Presentation as part of an academic panel at the TESOL 2024 Convention, Tampa, Florida, March 2024
• Facilitating engagement with corrective feedback with AI tools. Presentation at the TESOL 2024 Convention, Tampa, Florida, March 2024
• From student publications to winning essays: Teaching writing through engaging texts. Presentation at the TESOL 2024 Convention, Tampa, Florida, March 2024

What kind of leaders does the association need? Why are you a good candidate to choose them?

The association needs dedicated leaders who are responsible and accountable for the mission and goals of the association. The directions, actions, and messages from the leaders have to be able to motivate and engage everyone within the organization to make progress toward goals. In whatever position I am in, I carry it out with responsibility, energy, and a commitment to actions and efforts that are also motivating to others. Through this commitment, we deliver results and make progress to serve the wider community.

Write a biographical statement in which you highlight your professional and leadership experiences.

Dr. Linh Phung is a dedicated international educator, innovator, and leader with a proven track record of directing successful educational programs, fostering academic excellence, and driving innovation in language learning. With Eduling, she leads the development of Eduling Speak, an app offering English courses based on input-based, AI-human, and human-human communicative tasks and games. She's also a published author and expert in language education with publications in high impact journals. She served as an English Language Specialist with the U.S. Department of State in 2023 and has taken various volunteer leadership roles with Three Rivers TESOL and TESOL International Association. 

Education

• PhD, Leadership, Policy, and Governance, University of Calgary, Canada
• MA, TESOL, Oklahoma City University, USA
• MA, English Language and Literature, Sargodha University, Pakistan
• LLB, University of the Punjab, Pakistan

Professional Work Experience

• SSHRC Postdoctoral Fellow, Faculty of Education, University of British Columbia, British Columbia, Canada (2024 – present)
• Sessional Instructor, Werklund School of Education, University of Calgary, Alberta, Canada (2020- 2024)
• International Facilitator, Werklund School of Education, University of Calgary, Alberta, Canada (2024)
• Sessional Instructor, Faculty of Education, University of Regina, SK, Canada (2023)
• Lecturer in English, Qatar University, Doha, Qatar (2013-2020)
• ESL Instructor, Community Literary Center, Oklahoma City, OK, USA (2012 – 2013)

Professional Affiliation

• TESOL International Association, Member
• Co-Chair, TESOL Board of Director’s Ad-hoc Working Group (2023-24), Co-Chair, Program Administration Intersection (2022-23)
• AAAL / American Association of Applied Linguistics, Member
• Applied Linguistics Social Justice Group, Member
• ACLA / Canadian Association of Applied Linguistics, Member
• AILA / International Association of Applied Linguistics, Member
• CAPSLE / Canadian Association for the Practical Study of Law in Education, Member

• Raza, K., & Eslami, Z. (2024). Intersectional lens to the study of racism in TESOL leadership: A narrative inquiry of a Nonnative English-speaking leader (NNESL) exposing epistemological and institutional racism. TESOL Journal. https://doi.org/10.1002/tesj.803
• Raza, K., Reynolds, D., & Coombe, C. (Eds.) (2023). Handbook of Multilingual TESOL in practice. Springer.
• Raza, K., & Chua, C. (2022). Global-contextual TESOL leadership in diverse and multi-dimensional contexts: A paradigmatic shift. International Journal for Leadership in Learning, 22(1), 305-339. https://doi.org/10.29173/ijll12
• Raza, K., Coombe, C., & Reynolds, D. (Eds.) (2021). Policy development in TESOL and multilingualism: Past, present and the way forward. Springer.
• Raza, K., Coombe, C., & Dudley, R. (2021). Past, present and ways forward: Towards inclusive policies for TESOL and multilingualism. In K. Raza, C. Coombe & D. Reynolds (Eds.), Policy development in TESOL and multilingualism: Past, present and the way forward (pp. 1-9). Springer. https://doi.org/10.1007/978-981-16-3603-5_1

• Raza, K. (2023, March). What makes an effective TESOL teacher? Let’s learn together. Paper presented at TESOL International Association Convention 2023, Portland, Oregon, USA.
• Raza, K., Chen, Q., Lin, A., Meighan, P. J., Chua, C., & Taylor, S. K. (2023, July). Multilingual TESOL in practice: Reflections from classrooms, content development, course delivery and language policy development. Symposium organized by Kashif Raza at Canadian Association of Applied Linguistics Conference 2023, York, ON, Canada.
• Raza, K., & Ricento, T. (2023, July). Towards a political economy of immigrant languages for social justice: A case study of South-Asian immigrants in Alberta. Part of the symposium organized by Language Policy Research Network (LPReN) at Association Internationale de Linguistique Appliquée (AILA) Conference 2023, Lyon, France.
• Reynolds, D., Randez, R., Green-Eneix, C., Raza, K., Taylor, K. S., Coombe, C., De Costa, P., & Gajasinghemliyanage, K. (2022, March). Finding A Way Forward When Multilingual Policies Are Subverted. Panel at TESOL International Convention, Pittsburgh, Pennsylvania, USA.
• Raza, K. (2021, October). Confronting Discourses of Competition in TESOL through Bi/Pluri/Multi-lingual Pedagogies: Ways to Support Language Resources of Student in English Classrooms. Invited Speaker at the Discourse Series Seminars of Department of English and Modern Languages (DEML), North South University, Bangladesh.

What kind of leaders does the association need? Why are you a good candidate to choose them?

TESOL International Association needs leaders that are committed, innovative, and visionary. This would require creating a balance between achieving the goals and vision of the association while showing openness to newer and innovative ideas that can come from research, consultation with diverse stakeholders (e.g., members, leaders, governments), and enhancing leadership skills through training, learning, and reflecting. The diversity of the membership is the backbone of the association. This comes in the form of multilingual learners and multicultural teachers. TESOL’s leadership should be able to accommodate, promote, and support this diversity through its actions and policies.

The current vision of the association to advance expertise in English language teaching to support multilingual and multicultural learners aligns with my personal views, teaching interests, and research engagements. I have co-edited two volumes that focus on policy development for a multilingual TESOL and am working on a third one to de-/re-construct power ‘in’, ‘of’, and ‘for’ language classrooms. Additionally, I have published journal articles and presented at international conferences advocating for multilingual learners. As a TESOL leader, I will continue to support the association’s mission and will participate in the recruitment of future leaders that share its values, principles, and strategic plan.

Write a biographical statement in which you highlight your professional and leadership experiences.

I am a multidisciplinary researcher with academic and professional background in law, English language teaching, and higher education. With more than a decade long teaching experience, I have worked with learners from diverse backgrounds, cultures, ethnicities, genders, sexualities, and communities. These experiences have shaped my teaching and research that is focused on multilingual, inclusive, and student-focused education. They have also improved my independence and teamwork skills.

I have a passion for community service and have been involved within TESOL and beyond as a volunteer. At UCalgary, I have served on multiple student committees and supported research projects focused on inclusive governance, multilingual education, and inclusive pedagogies. Within TESOL, my proudest achievement is serving as a co-chair for the Governance Review Working Group where I was able to utilize my legal, educational, and leadership skills to make recommendations to the Board for aligning the performance of the communities of practice with the strategic plan of the association. Similarly, serving TESOL as a co-chair for Program Administration intersection allowed me to utilize my leadership experience and research on TESOL leadership to prepare future leaders, enhance leadership skills of language program leaders, and offer professional development opportunities for aspiring leaders.