Position Statement on Independent Short-Term TESL/TEFL Certificate Programs (July 2009; PDF)
A short-term TESL/TEFL certificate program typically is a full-time intensive program or a series of part-time online courses running 4–6 weeks or longer. Although accredited post-secondary institutions may offer credit-bearing TESL/TEFL certificate programs, independent TESL/TEFL certificate programs are typically neither accredited nor affiliated with an accredited post-secondary institution.
Position Statement on the Status of, and Professional Equity for, the Field of Teaching English to Speakers of Other Languages (June 2008; PDF)
It is TESOL’s position that all educational authorities, government agencies, and academic institutions recognize the field of TESOL as a unique academic and professional discipline that is distinct from, but on par with, other academic subjects. Accordingly, TESOL recommends special and unique designation of the field.
Position Statement on Professionalization and Credentialing for Adult ESOL Educators (April 2008; PDF)
Educational authorities should view professionalization as a means to improve the quality of education and enhance program capacity, and thus make the professionalization of adult ESOL educators a priority.
Position Statement on Teacher Preparation for Content-Based Instruction (March 2008; PDF)
The emergence of CBI as a paradigm in language education, and its implementation across educational contexts, has radically changed the role of language teachers and the language curriculum in primary and secondary school settings and in post-secondary contexts.
Position Statement on Terminal Degree for Teaching English as a Second, Foreign, or Additional Language (October 2007; PDF)
A terminal degree is the generally accepted highest academic degree in a discipline or field of study. In addition to terminal degrees, many fields of study, especially those linked to a specific profession, make a distinction between a first professional degree and an advanced professional degree.
Position Statement on the Role of Teachers’ Associations in Education Policy and Planning (October 2007; PDF)
TESOL strongly advocates that authorities at all levels recognize the right of teachers’ association to exist, and that teachers’ associations be accorded legal status. Furthermore, TESOL urges that authorities encourage the active participation of teachers and their associations in the process of transforming education, and in educational planning and policy making.
Position Statement on Teacher Credentialing for Teachers of English to Speakers of Other Languages in Primary and Secondary Schools (June 2007; 86 KB, PDF)
To ensure that English language learners are being taught by appropriately qualified educators, educational authorities should establish and require unique credentialing procedures and programs for qualified and trained ESL/EAL/EFL and bilingual educators and specialists working in public schools.
Position Statement on the Status and Rights of Teachers (March 2007; 100 KB PDF)
According to the United Nations’ Universal Declaration of Human Rights, everyone has the right to an education. Teachers play an essential role in educational advancement, and teaching should be regarded and respected as a profession.
Position Paper on Equitable Treatment for Part-time, Adjunct, and Contingent Faculty (March 2003, amended June 2006; PDF)
TESOL has long opposed excessive use and exploitation of part-time, adjunct, and contingent and adjunct faculty, because it undermines academic quality and freedom and respect for teaching.
Position Statement on Highly Qualified Teachers Under No Child Left Behind (February 2005; PDF)
TESOL recommends that teachers of English language learners who are fully credentialed by their state in bilingual education, ESL, or English for speakers of other languages (ESOL) be recognized as and considered highly qualified under No Child Left Behind.
Position Statement on the Preparation of Pre-K-12 Educators for Cultural and Linguistic Diversity in the United States (October 2003)
TESOL holds that all pre-K–12 educators need to receive specialized training and preparation in the skills necessary to effectively manage culturally and linguistically diverse classrooms.
Position Statement on Professional Equity for the Field of Teaching English to Speakers of Other Languages (October 2003; PDF)
TESOL is in favor of commensurate salaries, benefits, working conditions, and workloads across disciplines in order to foster academic and intellectual equity and integrity in academic institutions and in society at large. This position statement was approved by TESOL's board of directors in 2003.
Position Statement on Teacher Quality in the Field of Teaching English to Speakers of Other Languages (June 2003; 93 KB, PDF)
TESOL's official Position Statement on Teacher Quality for ESL/EFL professionals.
Position Statement on Local Flexibility in the Education of English Language Learners (June 2003; PDF)
Position Paper on High-Stakes Testing for K-12 English-Language Learners in the United States of America (March 2003; PDF)
This paper discusses TESOL's position on high-stakes testing for pre-K-12 students.
Assessment and Accountability of English for Speakers of Other Languages (ESOL) Students (June 2000)
In the era of standards-based reform, assessments are commonly used to measure student achievement. This is an outline of assessment issues that come to bear on English for speakers of other languages (ESOL) students, their teachers, and the services received.