Resource Library

The National Center for the Study of Adult Learning and Literacy (NCSALL) is a federally funded research and development center focused solely on adult learning. NCSALL's efforts are dedicated to improving practice in educational programs that serve adults with limited literacy and English language skills, and those without a high school diploma. NCSALL both informs and learns from practice. Its rigorous, high quality research increases knowledge and gives those teaching, managing, and setting policy in adult literacy education a sound basis for making decisions. NCSALL is also a leader in designing innovative professional development programs and in building support for research use.

The Psychometric Society is an international nonprofit professional organization devoted to the advancement of quantitative measurement practices in psychology, education, and the social sciences.

The Intrepid Foundation is a not-for-profit fund that supports non-government organizations in the places Intrepid visits. They support projects working in the areas of health care, education, human rights, child welfare, sustainable development, and in environmental and wildlife protection.

A widely known theory of second language acquisition.

The English Language (EL) Fellow Program promotes English language learning around the world and fosters mutual understanding between the people of the United States and those of other countries. It places talented, highly qualified U.S. educators with Master’s degrees with a focus in TEFL/TESL or Applied Linguistics in all regions of the world.

Aqueduto (The Association for QUality EDUcation and Training Online) is a charitable organisation dedicated to: (1) evaluating blended and online training courses against a quality assurance framework; (2) representing providers of such courses in a crowded marketplace, varying in quality; and (3) helping professionals identify such courses, and enroll with confidence

FAAPI, The Argentine Federation of Associations of Teachers of Inglés is a registered non-profit organization founded in 1971. Through 27 local, regional and provincial Associations of Teachers of Inglés, FAAPI affiliates all certified Teachers of Inglés holding as a Foreign Language 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.

The National Center for Fair & Open Testing (FairTest) advances quality education and equal opportunity by promoting fair, open, valid and educationally beneficial evaluations of students, teachers and schools. FairTest also works to end the misuses and flaws of testing practices that impede those goals. FairTest places special emphasis on eliminating the racial, class, gender, and cultural barriers to equal opportunity posed by standardized tests, and preventing their damage to the quality of education. Based on goals and principles, FairTest provides information, technical assistance and advocacy on a broad range of testing concerns, focusing on three areas: K-12, university admissions, and employment tests.

Roshan Cultural Heritage Institute sponsors activities and programs with a primary focus on preservation, transmission, and instruction of Persian culture. To execute its mission, Roshan Cultural Heritage Institute develop initiatives that provide support for partnerships with other nonprofit organizations and institutions such as schools, universities, libraries, museums, and private sector donors that share its goals in support of Persian culture. Roshan Cultural Heritage Institute supports cultural and educational activities that bring to light the richness and diversity of Persian culture. The Institute is dedicated to fostering community among Persian people and those interested in Persian cultural heritage. The Institute encourages intercultural communication with host countries and focus on the following activities: (1) establishing Persian studies programs at major universities; (2) awarding fellowships and scholarships for excellence in Persian studies; and (3) working with other nonprofits that share its mission in support of Persian culture.

The Centre for Canadian Language Benchmarks (CCLB) is recognized as the centre of expertise in support of Canadian national standards for describing and measuring adult English and French second language proficiency, and is the national standard setting body. The goal of the CCLB is to promote excellence in the teaching and learning of English and French to adults across Canada by establishing and supporting language proficiency standards that affect program delivery and policy development in the areas of education, labor market access, and immigrant integration across the country. CCLB works on policy, guidelines, research and development, and to promote their recognition and use as practical, fair and reliable national standards of second language proficiency in educational, training, community and workplace settings.

The NZALT is professional association of over 600 teachers of languages (other than English or Māori as first languages) from the primary, secondary, and tertiary levels. The Association offers its members a nationwide network of committed and enthusiastic language teachers, support in the teaching and learning of languages, links with specialist language associations, regional meetings and in-service opportunities, professional development awards and ASIA 2000 funding assistance, biennial conference with national and international speakers, representation on official committees and panels, and advocacy on key issues.

CRELLA assists scholars, examining boards, and government organizations with quality research and development in the areas of English language learning and assessment. A major area of the Center's activity is research into the nature of English language proficiency, and how methodologies can be improved to measure proficiency.

EAQUALS, the European Association for Quality Language Services, offers the only widely accepted European quality standard for language teaching provision. It is an association of providers of language services, founded in 1991, with over 100 accredited members in 20 different countries. EAQUALS grants its quality label to institutions that meet its high inspection standards. EAQUALS contributes to European projects related to language teaching, including the recent development in cooperation with ALTE (Association of Language Testers in Europe) of an electronic version of an EAQUALS/ALTE European Language Portfolio for adults (www.eelp.org). It also publishes training materials on different aspects of language teaching management.

Humanizing Language Teaching (HLT) stores a rich archive of articles on various issues of language teaching and methodology as well as practical exercises aimed at primary kids, secondary teenagers and adult learners. More than half the contributions to HLT are from classroom language teachers. The editor, Hania Kryszewska, invites you to send in your exercises, activities, articles, poems and letters to enrich HLT: [email protected]. HLT readers are teachers looking for ideas and for those interested in teacher development, as well as candidates taking CELTA and DELTA courses, and those doing MA degrees in ELT or Master's in ESOL, who can find background reading for their assignments.

The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. The Center's belief is that the democratic governance of public education is strengthened when policies are based on sound evidence.

InterAction's vision is to see a peaceful, just, and prosperous world of nations with inclusive and sustainable societies. They work to eliminate extreme poverty, uphold human rights, safeguard a sustainable planet, and ensure human dignity for poor and vulnerable populations worldwide by elevating and advancing the goals of the U.S.-based international nonprofit community.

The Association of Language Testers in Europe (ALTE) is an association of institutions within Europe, each of which produces examinations and certification for language learners. Each member provides examinations of the language which is spoken as a mother tongue in their own country or region. With the breaking down of international barriers between European states and increasing opportunities for the members of the workforce to move from one country to another, the need for transferability of qualifications is clear. The principle objectives of ALTE are (1) to address issues of quality and fairness related to the examinations which the members provide; (2) to establish common standards for all stages of the language-testing process and to adhere to those standards: that is, for test development, task and item writing, test administration, marking and grading, reporting of test results, test analysis and reporting of findings; (3) to promote the transnational recognition of certification in Europe by reference to the common levels of proficiency established by ALTE members and the Common European Framework of Reference; (4) to engage in activities for the improvement of language testing and assessment in Europe through collaboration on joint projects and in the exchange of ideas, know-how and sharing of best practice, especially through the medium of special interest groups; (5) to provide training in language testing and assessment; (6) to raise awareness on issues related to language assessment; and (7) to provide leadership in the field of language assessment globally.

The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.

CILT, the National Centre for Languages seeks to inform, influence, and comment objectively on policy with relevance for languages and intercultural skills. CILT also researches, consults, and advises on (1) language policy; (2) education policy as it relates to languages and intercultural skills; and (3) policy in other fields (e.g. international trade, tourism, etc., where there is a need to make explicit the connection to languages and intercultural skills).