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Interest sections (ISs) are special interest groups within TESOL that connect members based on professional areas of interest. Interest sections referee proposals and other events for the annual convention, publish periodic e-newsletters, and host electronic discussion lists (e-lists).Available as a benefit since June 2007, unlimited selection of Interest Sections (ISs) requires no additional fees. As a member of an IS, you may choose whether or not you receive e-newsletters and e-lists.  Most important, you determine the level of involvement you want in each IS. You may vote only in the elections of your primary IS. 

Adult Education Interest Section (AEIS)

ESOL in Adult Education serves the interest of adult students in ESL programs, their teachers, and administrators. It brings together the knowledge, precepts, and skills of two distinct but compatible areas: adult education and ESL.
Web site: http://www.smace.org/tesol/aeis.html    

Applied Linguistics Interest Section (ALIS)

Applied Linguistics explores language learning and communication. Members apply research and theory to real-world contexts through discussion, information exchange, and joint research.

Bilingual Education Interest Section (BEIS)

ESL in Bilingual Education combines the fields of ESL and bilingual education. Its goals are to develop awareness of the role of ESL in bilingual education, to foster communication among those involved in ESL in bilingual education, to encourage research in bilingual education, and to work closely with other TESOL interest sections and other professional groups concerned with bilingual education.

Computer-Assisted Language Learning Interest Section (CALLIS)

Computer-Assisted Language Learning exists to work toward a definition of issues and standards in CALL, to facilitate communication and exchange, to contribute to the computer orientation of other members of TESOL, and to foster research into the role of CALL in language learning.
Web site: http://darkwing.uoregon.edu/~call/

English as a Foreign Language Interest Section (EFLIS)

English as a Foreign Language facilitates idea exchanges on global and specific EFL/ESL issues, bringing together professionals who have had or intend to have EFL/ESL experiences in different countries, and provides an global network on teaching positions and professional interests.

English for Specific Purposes Interest Section (ESPIS)

English for Specific Purposes is open to TESOL members who are interested in research and instruction designed to meet the English language needs of students and working adults in specific areas of study and employment by providing special training beyond that which is normally acquired by the average English speaker. This IS fosters the sharing of ideas, expertise, and specialized curricula among ESP practitioners to promote quality research, education, and professional development in ESP.
Web site: http://www2.tesol.org/communities/espis/

Higher Education Interest Section (HEIS)

ESL in 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.
Web site: http://llc.msu.edu/elc/heis/

Elementary Education Interest Section (EEIS)

ESOL in Elementary Education fosters recognition of ESOL as an academic discipline in elementary education, increasing awareness of elementary ESOL educators' needs in both the field and the association of TESOL, and developing new professional resources for teachers and their students.
Web site: http://www.cal.org/elem-ESL/

Intercultural Communication Interest Section (ICIS)

Intercultural Communicications promotes intercultural awareness, respect for all cultures and co-cultures, and increased intercultural competency among TESOL educators and scholars.

International Teaching Assistants Interest Section (ITAIS)

International Teaching Assistants addresses research, teaching, and administrative issues related to the preparation of international assistants for instructional duties in university classrooms.
Web site: http://ita-is.org/

Intensive English Programs Interest Section (IEPIS)

Intensive English Programs deals with methodology, curriculum design, materials development, placement, evaluation, and research relevant to the teaching of English primarily to nonnative speakers who are foreign students attending intensive/semi-intensive programs prior to (or during) regular academic study.

Materials Writers Interest Section (MWIS)

Materials Writers includes those interested in the production of materials in ESL or EFL by published and unpublished writers, teachers, curriculum planners, administrators, consultants, editors, artists, and designers. ESL/EFL materials maybe in print, on tape, film, video, or computer disk.

Nonnative English Speakers in TESOL Interest Section (NNEST-IS)

The Nonnative English Speakers in TESOL IS (NNEST-IS) serves as a focus for the interaction of members who share a common interest in a wide variety of issues concerning nonnative English speaking professionals. It creates a venue for identifying and addressing NNEST-related issues and facilitating communication and networking both among IS members and those of TESOL at large.

Program Administration Interest Section (PAIS)

Program Administration addresses the special needs of ESOL program administrators at all levels and in all fields. Recognizing the role program administrators can play in fostering professionalism, the IS stresses strengthening managerial and leadership skills and providing a forum for information exchange to ensure that ESL/EFL programs are effective in meeting program and student needs.

Refugee Concerns Interest Section (RCIS)

Refugee Concerns addresses the specific language and cultural needs of the entire refugee family group, including learners of all ages, by bringing together educators interested in refugee work.

Second Language Writing Interest Section (SLWIS)

Second Language Writing provides a forum for researchers and educators to discuss and exchange information in the area of second language writing.

 Secondary Schools Interest Section (SSIS)

ESL in Secondary Schools represents teachers and administrators with expertise in the area of secondary education whose task is to ensure that secondary TESOL students develop the linguistic, cultural, and cognitive skills necessary for success in an English-speaking context. This IS facilitates the exchange of information and expertise among secondary teachers and adminstrators.
Web site: http://www2.tesol.org/communities/ssis/

Social Responsibility Interest Section (SRIS)

The Social Responsibility IS comprises TESOL members who are actively engaged in integrating language teaching with social responsibility, world citizenship, and an awareness of global issues such as peace, human rights, and the environment. The IS aims to promote social responsibility within the TESOL profession and to advance social equity, respect for differences, and multicultural understanding through education

Speech, Pronunciation, and Listening Interest Section (SPLIS)

Speech, Pronunciation, and Listening provides exchange of information and ideas on instructional techniques, research findings, and publications.
Web site: http://www.soundsofenglish.org/SPLIS/

Teacher Education Interest Section (TEIS)

Teacher Education provides a forum for those who are interested in ESOL teacher education, raises and discusses relevant issues, promotes professional development of ESOL teachers, and works toward the formulation of policy that will improve conditions of employment and learning for teachers and students.
Web site: http://www.spu.edu/depts/tesol/TEIS/

Teaching English to Deaf Students Interest Section (TEDSIS)

TEDS was dissolved in March 2001 and is now under the purview of the ESL in Bilingual Education Interest Section.

Video and Digital Media Interest Section (VDMIS)

Video and Digital Media focuses on the production and use of video and digital materials in English language teaching. Areas include student- and teacher-produced videos, reviews of commercially available materials, listening/speaking/reading/writing instruction through movies and TV, media literacy, film analysis, intercultural training, video as an assessment tool, teacher education, interactive video, distance learning, and the use of new video-related technology.