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VenTESOL’s mission is to develop expertise in English teaching and learning in Venezuela. Its main objectives are to:
- Promote research into ELT issues;
- Strengthen English language teaching and learning at all educational levels in Venezuela;
- Promote and spread research works in ELT; and
- Work collaboratively with other teacher organizations with the same interests.
VenTESOL exists thanks to volunteer work done by its members who are actively involved and committed to its mission. Such voluntarism is not easy as most members are full-time teachers, sometimes holding two or more jobs. As part of VenTESOL’s professional development program, we organize events all over the country which is divided into seven different regions. Our annual national convention is a very successful event, which takes place in May. It’s the biggest event of the year. The annual VenTESOL National Convention brings together over 700 professionals.
KSAALT was created in 2006 and it is entering its 6th year 2011 – 2012. We aim to provide English Language and English-as-a-medium-of-instruction teachers with monthly professional development seminars and an environment for social networking. The seminars vary in topic from workshops on methods and techniques directly applicable to classroom teaching and on academic or pedagogical teaching issues. Our monthly presenters vary from members sharing their knowledge or invited international guests notable in the TEFL / TESL field. KSAALT is proud to be a sister organization of such distinguished regional TESOL affiliates as TESOL Arabia, TESOL Egypt, TESOL Qatar and the English Language Association of Turkey. Many KSAALT members are also members of TESOL and other affiliates in the region and in their home countries.
The Honduran English Language Teachers Association was founded on November 2014 with funding by the U.S. State Department Alumni Innovation Engagement Fund (AEIF). Its mission is to provide quality educational training and varied opportunities for networking to promote ELT improvement throughout Honduras. The association’s vision is to empower English teachers in Honduras pedagogically and methodologically in order to create a country where English is taught through quality instruction and best practices and is available and accessible everywhere and to everyone in Honduras.
The association’s mission and vision is based on the following guiding principles:
- Learning: HELTA Honduras TESOL aims to address the needs of learners, hence it focuses on learner-centered approaches to training.
- Collaboration: HELTA Honduras TESOL believes professionals reach success through collaboration which is is why networks and connections are at the core of what they do.
- Best Practices: Since part of the association’s mission is to make teaching relevant to its learners’ needs and interests, the organizations seeks to utilize best practices in its training programs that can be modified to fit each context in Honduras.
- Empowerment: HELTA Honduras TESOL strives to include in its programs activities that generate innovation, creativity, and stir curiosity in teachers so that it can promote change and empowerment in teachers.
INGED stands for INGILIZCE EGITIMI DERNEGI/ENGLISH LANGUAGE EDUCATION ASSOCIATION. The association, which was founded in 1995, aims to bring together English Language Professionals from all levels of education in Turkey. Anybody who is involved in English teaching in or outside Turkey can join INGED. INGED, the English Language Teachers’ Association in Turkey, is a professional and educational association. It is not related to any political party and does not get involved in politics. INGED it aims to help English teachers and/or anyone involved with English language education through:
- Exchanging professional experiences, opinions and findings;
- Following the latest developments in English language education; and
- Assisting with the development of English language education by using contemporary scientific methods and techniques.
http://www.braztesol.org.br/site/view.asp?p=1
Founded in 1986, BRAZ-TESOL is Brazil’s largest association of teachers of English to speakers of other languages. A not-for-profit organization with a membership of over 2,000 professionals, BRAZ-TESOL is an affiliate of TESOL International (US), IATEFL (UK) and a member of Southern Cone TESOL (Argentina, Chile, Uruguay and Paraguay).
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.
The Estonian Association of Teachers of English (EATE) was founded 23 November 1991 in Tartu, Estonia as EL teachers had felt the necessity to co-operate, get more information about teaching methods and materials and attend in-service training courses. Today there are 260 members from all over Estonia, both schoolteachers and university lecturers, in EATE. EATE has also made enquiries to the Ministry of Education and National Examination Board in connection with the problems about the National Exam in English. EATE members participate in the work of the English Board and various working groups. EATE is a member of the International Association of Teachers of English as a Foreign Language (IATEFL) which is our umbrella organisation. EATE members have participated in IATEFL Annual Conferences, 40 teachers are individual members of IATEFL.
ASOCOPI is a non-profit professional organization whose mission is to contribute in the betterment of English Language Teaching in Colombia my means of promoting quality Educators. ASOCOPI will be seen as a respectable representative of English teachers and English teaching in Colombia, and will play a leading role in the promotion of quality teaching, and social responsibility in our country and the region.
APPI’s activity is focused on improving English language teaching in Portugal. To this effect APPI has been providing their members with a number of opportunities for building their own professional development. APPI’s mission is achieved through consistently appealing to members and teachers of English at large for a lifelong professional updating to be made possible both by APPI’s human and material resources. Since its inception, APPI has gone through various changes in finding the best way to achieve its principal aim: to help improve English language teaching in Portugal embracing teachers of all levels. Maintaining this aim has made APPI expand its professional activities and membership to being one of the largest and most active non-profit-making associations of its kind in Europe.
The Japan Association for Language Teaching (JALT) is a nonprofit organization dedicated to the improvement of language teaching and learning. JALT promotes excellence in language learning, teaching, and research by providing opportunities for those involved in language education to meet, share, and collaborate. We have nearly 3,000 members in chapters and affiliates across Japan, as well as members abroad. Over 1200 JALT members belong to one or more of the following Special Interest Groups (SIGs).
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.
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.
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.
The Namibian English Teachers’ Association (NETA) was launched at the Polytechnic of Namibia last year to bring together all stakeholders interested in English Language teaching and other related issues. NETA’s main objectives are to raise awareness about English Language Teaching issues in Namibia and to identify key issues that need addressing within a regional framework and then within a broader all-Southern African Development Community (SADC) perspective. The association also aspires to discuss manageable and realistic channels; to exchange information and to agree on optimal and realistic numbers of ‘active members’ as well as to prepare a common agenda of priorities for Namibia. Furthermore, NETA hopes to be the centre for professional development of teachers and a forum where educators will interact, update themselves on the latest in international educational research and practices as well as learn new skills and bond as an accountable and effective professional community.
The mission of the National Association of English Teachers at University Level (non-profit organization), is to improve the quality of the teaching of English as a foreign language (EFL/ESL) in Mexico, to promote the professional development of those involved in the profession, and to initiate and support research in this area. The objectives of the National Association of English Teachers at University Level are to:
- Encourage professional development in the teaching of EFL/ESL through the establishment of links between teachers and public and private universities in Mexico, as well as abroad;
- Support the development of a network for reflection, analysis and systematization of educational practices in Mexico with the objective to share between colleagues our successes and experiences;
- Publicize and stimulate the activities related to teaching and research with specialists in the area;
- Organize academic and cultural activities;
- Establish standards to guarantee quality in academic EFL/ESL teacher training programs at bachelors and graduate levels, as well as design a profile that specifies the knowledge and abilities essential for graduates from these programs;
- Specify the mechanisms for the certification of teachers that meet the profile and who wish to receive a national or international certification;
- Establish criteria for the evaluation of teachers who possess different levels of proficiency of the English language; and
- Accredit academic EFL/ESL teacher preparation programs in Mexico at bachelors and graduate levels.
http://www.celea.org.cn/ en/default.asp
The China English Language Education Association (CELEA) is a professional organization under the aegis of the China Foreign Language Education Association. The aims of the Association are as follows:
- To unite the academics engaged in English teaching and research at colleges and universities in China;
- To promote academic research in the field of applied linguistics and the improvement of English language teaching in China; and
- To promote academic exchanges in China and exchanges with international academic organizations.
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.
ETAI aims to promote professional excellence of the English teaching profession in Israel, and hence the level of English learning by Israeli students. ETAI contributes to the creation of a professional English teachers’ community, whose members provide support for each other and practical teaching ideas through study days and conferences. ETAI is committed to fostering universal humanistic values as an integral part of teaching English in the Israeli educational system. It sees the teaching of English as an international language as a contribution towards global understanding and peace. ETAI is affiliated to both IATEFL (the International Association of Teachers of English as a Foreign Language) based in the UK and TESOL (Teachers of English to Speakers of Other Languages) based in the USA. ETAI works in close cooperation with the Inspectorate of the Ministry of Education in Israel. ETAI is also in constant contact with the British Council and with the Public Relations Department of the American Embassy. Both generously contribute speakers and materials to our conferences and mini-conferences.
The Icelandic Teachers’ Union was founded on 1 January 2000. It is a joint organization for all teachers, head teachers, deputy head teachers, and student counselors, in preschools, primary schools, secondary schools, and music schools – with the exception of head teachers in secondary schools. With 10.000 members, the Icelandic Teachers’ Union is among the largest professional organizations in Iceland. The strength this solidarity provides has been demonstrated during efforts to obtain better salaries and working conditions for teachers, and in negotiations for new wage contracts. The individual teachers’ associations that make up the Icelandic Teachers’ Union work independently, negotiating wage contracts for their own members. The Icelandic Teachers’ Union is concerned with rights and interests that are common to all members, such as pensions, sick leave and parental leave. The Icelandic Teachers’ Union also monitors general developments in wages and working conditions on the Icelandic labor market.
AMATE members are experts in their fields constantly looking for new ways and improvements to secure a high quality in FLT. AMATE cooperates with Ministry of Education, British Council and other institutions, publishers and associations. It is also an associate member of IATEFL. AMATE has been sharing its expertise through accredited seminars and other activities.
