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Which TESOL Interest Section or Interim Strand Should I Choose?

All proposals are evaluated by TESOL members who are trained proposal readers working in conjunction with the Interest Section and Interim Strand leaders. When you fill out your proposal, please choose the most appropriate TESOL Interest Section (IS) or Interim Strand to receive your proposal. A proposal submitted to an inappropriate IS or Interim Strand has little chance of acceptance.

To determine which IS or Interim Strand best corresponds to your proposal, please read the descriptions below. (For more information, click the link.) Please choose one IS or Interim Strand for each proposal. This designation will appear in the Convention Program Book.

If you have any questions, please contact TESOL Conference Services.

What Is An Interim Strand?

For the 2019 convention, proposals will be submitted to Strands rather than Interest Sections. In anticipation of this change, TESOL is implementing a limited number of Interim Strands in 2018 (see below). Thus, you may submit your proposal for adjudication to either an Interest Section or an Interim Strand. Thank you for your participation and cooperation as we make these changes.

Interest Sections

  • Adult Education brings together professionals who represent the knowledge, precepts, and skills for two distinct but compatible areas: adult education and English as a second language.
  • Applied Linguistics explores language learning and communication through the application of theory to real-world contexts.
  • Bilingual Education increases awareness of the role of ESL in bilingual education, encourages research in bilingual education, and works closely with TESOL members and other professionals concerned with bilingual education. Teachers of English to deaf students (TEDS) are included in this interest section.
  • Computer-Assisted Language Learning (CALL) defines issues and standards in CALL, contributes to the computer orientation of other TESOL members, and fosters research into the role of CALL in language learning.
  • Elementary Education fosters recognition of ESOL as an academic discipline in elementary education, increases awareness of elementary ESOL educators' needs, and develops new professional resources for teachers and their students.
  • English as a Foreign Language exchanges ideas on global and specific EFL/ESL issues, bringing together TESOL members with interests and experiences in different countries, and provides an international network on employment and professional interests worldwide.
  • English for Specific Purposes supports professionals interested in the design and delivery of courses or programs related to specific disciplines such as science, medicine, business, industry, government, and others.
  • Higher Education advances effective instruction, promotes professional standards and practices, influences and supports policies of TESOL and other associations, determines needs and considers all other matters relevant to ESL in colleges and universities.
  • Intensive English Programs addresses issues related to curriculum design and implementation, assessment, teaching standards, and research relevant to teaching English primarily to nonnative international students attending intensive and semi-intensive programs related to regular academic study.
  • Intercultural Communication promotes research and practices that foster intercultural awareness, respect for all cultures and co-cultures, and increased intercultural competency among TESOL educators and scholars.
  • International Teaching Assistants addresses research and practice that foster intercultural issues related to the preparation of international teaching assistants for instructional duties in university classrooms.
  • Materials Writers fosters the production of ESL and EFL materials in books and other media by writers, teachers, curriculum planners, administrators, consultants, editors, artists, programmers and designers.
  • Nonnative English Speakers in TESOL promotes scholarship and practices that identify and address NNEST-related issues that help create a nondiscriminatory professional environment for all TESOL members regardless of native language, race, and place of birth.
  • Program Administration recognizes the role program administrators play in fostering professionalism and aims to strengthen managerial and leadership skills through a forum that ensures effective ESL/EFL programs.
  • Refugee Concerns addresses the language, cultural, social, and legal needs (and their interconnections) of refugees at all ages and stages of life.
  • Second Language Writing interest section provides a forum for researchers and educators to discuss research, teaching, and assessment of second language writing in all educational contexts and levels.
  • Secondary Schools represents professionals in the area of secondary education whose task is to ensure that secondary-level ESOL students develop the linguistic, cultural, and cognitive skills necessary for success in an English-speaking context.
  • Social Responsibility promotes the integration of language teaching with social responsibility, world citizenship, and an awareness of global issues (such as peace, human rights, and the environment) and advances social equity, respect for difference, and multicultural understanding.
  • Speech, Pronunciation, and Listening increases awareness of the significance of learning the spoken forms of English through the exchange of practical and theoretical information related to teaching materials, classroom methods, and research.
  • Teacher Education discusses issues relevant to ESL/EFL teacher education, promotes professional development of ESL/EFL teachers, and formulates policy that will improve conditions of employment and learning for teachers and students.
  • Video and Digital Media focuses on the review, production, and use of video and digital materials in English language teaching, assessment, and teacher development and on increasing digital literacy for students and instructors.

New for 2018: Interim Strands

Interim Strand: Reading
This strand focuses on theory, research, and practice in the domain of reading at all levels, in any context. Submissions can relate to any aspect of reading and literacy, including

  • Teaching methods and practices
  • Materials design, implementation, and evaluation
  • Program/curriculum development
  • Placement
  • Assessment
  • Standards or policy

Interim Strand: Community Colleges
This strand focuses on community college instruction and learning as a gateway to higher education, workforce programs, and career advancement. Submissions should focus on topics related to the varied needs and goals of community college programs serving English language learners, including

  • Curriculum, instruction and pedagogical innovations
  • Faculty development
  • Advising and support systems that address the academic, personal and social experiences of students
  • Issues unique to specific populations (e.g., noncredit, nontraditional, underrepresented, commuter, part-time, etc.)

Interim Strand: TESOLers as Change Agents
This strand focuses on the complex interplay of educational and language policy, plans, and advocacy. Submissions should focus on personal, professional, educational, societal, and/or sociolinguistic consequences of creating, implementing, or revising language and/or educational policies affecting English language learners, teachers, and other stakeholders in a wide variety of local and global contexts. Submissions can also focus on the diverse set of issues involved in maintaining a sustainable TESOL profession around the world. Possible topics include

  • Advocacy
  • Inquiry
  • Innovation
  • (In)Equity
  • Professionalism

Interim Strand: Personal and Professional Development
Submissions to this strand should focus on sharing best practices and facilitating personal and professional development to foster learning and sustain and empower others. Possible topics include

  • Collaborative partnerships/Communities of practice
  • Action/Classroom-based research
  • Writing for scholarly activities
  • Continuing education and professional development
  • Involvement/Leadership in professional associations
  • Emotional labor/Job satisfaction/Teacher agency
  • Career planning, job searching, advancement, or retirement
  • Consulting/Freelancing