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http://www.yementefl.webs.com/
TEFL in YEMEN is a vital source of pedagogical knowledge and professional development around Yemen and the middle East. The site is a part of the TEFL in YEMEN Association established by the owner of the site, Khaled Alparaty, for the sake of embracing EFL Yemeni Teachers who are willing to improve their professional capabilities online. This Teacher Association has recently been an associate member of the IA TEFL. TEFL in YEMEN is a pioneer pedagogical educational website established and run by a group of Yemeni EFL professionals to hold innovative and creative views for the benefits of ELT, cognitive and practical domains. Its mission is to fight computer illiteracy among Yemeni EFL teachers, and to offer help and assistance by providing resources, sharing knowledge, building capacity and achieving partnership and profound mutual understanding with other citizens, especially those professionals of the English speaking countries.
TESOL Greece is an independent, volunteer, non-profit professional association for teachers of English as a foreign language and other ELT professionals working in Greece. TESOL Greece is a TESOL Inc affiliate and an IATEFL associate. (Affiliates: TESOL Worldwide Affiliate Directory, IATEFL Associate Members) TESOL Greece currently has about 600 members, including teachers, teacher trainers, university students and staff, directors of study, school owners, publishers, writers, editors, researchers and consultants. Anybody who is involved in English teaching in Greece can join TESOL Greece.
The Far Eastern English Language Teachers’ Association (FEELTA) is a professional organization founded in 1995. Its mission is to strengthen the teaching and learning of English in the Russian Far East, to promote the professional development of EFL teachers, to support networking with colleagues all over the world, and to give access to the latest EFL resources. FEELTA headquarters is in the Institute of Foreign Languages, Far Eastern National University, Vladivostok. Today FEELTA is an organization of 500 members. There are currently 7 FEELTA posts in the Russian Far East: in Blagoveshchensk, Birobijan, Khabarovsk, Komsomolsk, Petropavlovsk-Kamchatsky, Ussuriysk, and Vladivostok (FEELTA headquarters). These posts provide ELT professionals with information and support within their geographical areas.
http://eeltpa.pbworks.com/w/page/33644926/HOME
EELTPA is an association of Ethiopian English language teachers and professionals which is formed by the initiation of a few English language teachers and is open to any Ethiopian who works as an English language teacher or professional. The Association actively promotes the teaching and learning of foreign languages by: 1) providing information and publications, 2) organizing professional development activities and 3) acting as a public voice on behalf of members. EELTPA aims to: 1) encourage an understanding of the importance of languages at all levels in our society; 2) promote the development of language policies which reflect the linguistic diversity and the language needs of the country and its population; 3) advance public understanding of language learning and the techniques and approaches for successful language teaching and 4) promote improved standards of language teaching.
URUTESOL is the Uruguayan Affiliate of TESOL (Teachers of English to Speakers of Other Languages), a large non-profit association of ESL/EFL teachers, based in Alexandria, VA which has affiliates in 144 countries worldwide. URUTESOL is also an associate of IATEFL (International Association of Teachers of English as a Foreign Language) based in Kent, UK. TESOL and IATEFL organize Conferences, Academies and Institutes annually. URUTESOL aims at bringing together all the English teachers of Uruguay from public as well as from private education and in this way raise the standards of our profession, fostering research in the area and promoting exchanges both at the national and the international level. URUTESOL was founded in 1988. To date, our association has organized several Conventions, nationally and regionally, and many seminars in Montevideo and the provinces. The association has published newsletters and newssheets, welcoming contributions from all members.
LATE has been representing teachers of English in Latvia since it was founded in 1992. LATE is an Associate Member of IATEFL. Late runs the best resource centre in Latvia. It has over 5,000 books, tapes, videos and magazines. It organises an annual conference in August in Riga and takes part in special language projects. As a member of LATE you can borrow books etc from the Resource Centre, attend the Annual Conference at a reduced rate and take part in LATE projects, training events and special promotions. Membership fees include: 20 Euros (for new members) and 12 Euros (renewing for members).
The Society of Pakistan English Language Teachers (SPELT) is a professional body committed to the training of teachers, to teach English effectively. Our mission is to provide a professional forum for members and practitioners teaching English as a Foreign or Second language, to facilitate effective communication and to improve the teaching standards of English in Pakistan. We achieve our goals by conducting monthly academic sessions, publishing quarterly journals, facilitating teacher training workshops and organizing annual international conferences on vital themes in the English language niche.
TESOL SUDAN is Teachers of English to Speakers of Other Languages Sudan which is abbreviated TESOL Sudan. The association shall be an affiliate of Teachers of English to Speakers of Other Languages (TESOL), an international professional organization for those concerned with the teaching of English as Other language. Now TESOL Sudan is working in collaboration with TESOL Arabia Testing, Assessment & Evaluation Special Interest Group. TESOL Sudan was established in 2009 as a non-profit professional organization for teachers of English in Sudan. It is run by seven volunteers as board members who are elected bi-annually. TESOL Sudan is based in Khartoum and funded by membership fees, donations, and sponsorships. So its success depends upon the initiative of sponsors and donors interested in teaching and/or learning the English language to share their vision for the field, stay informed on trends and concerns, inform others, and generate interest and collaboration among TESOL Sudan members. Since we are undergoing the process of being affiliated with TESOL International, we are adopting their mission, values, and vision taking into consideration our local context needs.
KOTESOL aims to address the need for professional development activities. Its members are active in all sorts of roles across the educational community, including expatriate teachers and Koreans, as well as teachers and friends abroad. Thus KOTESOL is a very unique and special place to share its wisdom and to meet practical needs to make English education in Korea better and enhanced. KOTESOL also publishes The English Connection (TEC) quarterly, the KOTESOL Proceedings annually at the time of the International Conference, and the Korea TESOL Journal (KTJ). Its international Conference is held every autumn, and National Conference each spring. It has successfully hosted more than 20 major annual international conferences, the recent conferences featured more than 240 sessions and 1300 attendees from within and beyond Korea–firmly rooted in our 10 regional chapters — each chapter has their own workshops and mini-conferences.
NileTESOL is a professional association for all those individuals who are actively involved in the development of the teaching of English and in teaching content in English in Egypt and globally. NileTESOL operates as a part of the English Studies Division of the School of Continuing Education at the American University in Cairo through a Board of Directors from the EFL community in Egypt. Members of the Board serve as volunteers on a rotating basis.
Peru TESOL operates through a National Executive Board of Directors for, among other things, organizing events, publications and membership. But we also have Regional Executive Directors and Regional Delegates throughout Peru, who keep us informed of the needs of their Regions. Membership is open to all people interested in providing English instruction to speakers of other languages. When you join Peru TESOL, you join other professionals who seek to advance the study of English as a second or foreign language and of standard English as a second language. Membership is for the calendar year, January through December. As a member, you will receive the Peru TESOL newsletter as well as information and registration materials for conferences and workshops organized by Peru TESOL. Individuals who pay their dues at the Peru TESOL National Convention may apply their dues to membership for the following calendar year. Peru TESOL also provides professional growth and leadership opportunities for members. As a member, you could serve on a planning board, work with a special interest group, assist with conferences or regional meetings, or serve on the Executive Board.
SPEAQ is a professional association concerned with the teaching of English as a second language in the province of Quebec. The aims and objectives of the association are as follows:
- To bring together in association those persons engaged or interested in the teaching of English as a second language in Québec;
- To study, promote, protect and develop the professional, social and economic interests of its members;
- To facilitate communication among the different levels of teaching of English as a second language in Québec;
- To facilitate communication between teachers of English as a second language in Québec and other persons or groups interested in the teaching of English as a second language;
- To create a favorable climate for the harmonious development of the teaching of English as a second language in Québec;
- To conduct and to arrange for studies and research with the aim of encouraging or evaluating developments in the teaching of English as a second language in Québec, and to inform its members of such developments; and
- To print and publish reviews, journals, periodicals and other publications for purposes of information, professional improvement and promotional material publicity in connection with the objects above.
UzTEA was established in 1996. UzTEA’s mission is linking, developing and supporting English Language teaching professionals. The purposes of the Association are:
to promote and encourage cooperation and exchange among teachers of English language, literature, and linguistics, and others engaged in those activities, and to promote academic work and foster research and study in this field; to promote the exchange of ideas, information, and experience relevant to the concerns of its members through meetings, educational seminars, publications, correspondence, and other such activities; to encourage the development and dissemination of superior methods of teaching English language, linguistics, and literature, and to aid in the attainment of increased teaching expertise, broad competence, intellectual depth, and overall professional excellence; to publish the newsletter of the Association, and other materials. Especially, to keep updated regional, national, and international developments in the fields, mentioned above and related areas.
Romanian Association of Teachers of English (RATE) is a professional association that constantly supports its members and addresses all speakers of English in Romania. The association highlights the professional qualities of its members and provides educational services. RATE promotes links with other professional associations through regional, European and international projects. RATE is developing a network of professionals that addresses the Romanian society needs for quality education and worldwide communication.
IATEFL Hungary promotes collaboration among English language teaching professionals by organizing national and international projects with local and global impact. By doing so, it aims to support a high quality of ELT in Hungary for all. IATEFL-Hungary has been a key organization in English language teaching in Hungary since 1990 and has built a prestigious and ever-growing network of ideas and professionals. They can help you take control of your professional life and play an active role in shaping foreign language education.
TESOLANZ is the New Zealand national association of teachers and tutors of ESOL (English for Speakers of Other Languages) at all levels of education from pre-school to tertiary. The Association was formed at the Second National Conference on Community Languages and ESOL in Wellington in August 1990, and became an incorporated society in 1994. It is affiliated to the international associations Teachers of English to Speakers of Other Languages Inc. (TESOL) and the International Association of Teachers of English as a Foreign Language (IATEFL).
ELTAM is the national English Language Teachers’ Association of the Republic of Macedonia. It is an associate member of IATEFL UK and TESOL USA. ELTAM provides a forum which unites ELT professionals from across the Republic of Macedonia engaged in teaching, studying and conveying research on both the English language and literature, in a methodological context. Its primary goal is to encourage mutual support and make opportunities available for professional development of its members, with the view of improving English language instruction in the country and raising the level of English language learning and acquisition across a broad spectrum of Macedonian professionals, working in different institutions and at various levels. ELTAM unites and assists ESL professionals in their efforts for best teaching practices in correlation with the needs of the Macedonian society at large.
www.iatefl.org.uk
With over 4,000 members IATEFL is one of the most thriving communities of ELT teachers in the world. Its mission to “Link, develop and support English Language Teaching professionals” worldwide is achieved through:
- Regular publications, including six copies of our magazine IATEFL Voices and a free conference selections publication.
- The Annual International Conference with an extensive programme of talks and workshops, which attracts over 2,000 delegates.
- Fifteen Special Interest Groups to help teachers develop their own lines of interest.
- Reduced rates on a number of selected professional journals.
- Funding support through Scholarships so that deserving teachers can get involved in our Annual Conference, SIG events and online courses.
- Links with Teachers’ Associations in other countries for teachers to share knowledge and experience.
- Assistance in helping new groups to establish their own a local Teachers’ Association, including advice on how they can make the most of support and funding benefits.
The Association of Teachers of English of the Czech Republic was founded in January 1990 by a group of teachers of English seeking improvement in the quality of English teaching, exchange of ideas and experience and broad cooperation on national and international level. Membership of ATECR is open to all persons teaching English at all kinds of schools and other institutions, state or private, as well as freelance teachers, of any nationality, working in the Czech Republic. There is also institutional membership. When you join ATECR, you connect yourself with other concerned professionals who wish to upgrade the teaching of English as a foreign language in the Czech Republic. Membership is for the calendar year, January through December. As a member, you will receive the ATECR Newsletter, published three times a year as well as other information and registration materials for conferences and other professional events organized by ATECR.
FAAPI, The Argentine Federation of Associations of Teachers of English is a registered non-profit organization founded in 1971. Through 27 local, regional and provincial Associations of Teachers of English, FAAPI affiliates all certified Teachers of English as a Foreign Language holding degrees granted by national, provincial and private universities, teachers” training colleges as well as other institutions recognized by the National Ministry of Culture and Education.
