Summit Key Words

Advocacy – Efforts to ensure that conditions and policies in English language teaching programs and teaching practices safeguard quality through scholarly inquiry, academic rigor, a qualified workforce, and equitable employment conditions

Capacity building – Efforts to develop and strengthen the knowledge, skills, and abilities of local TESOL work forces and communities, including effective governance practices among policy-making bodies

Disrupter – A person or event that changes the current trend of a trade or the culture of an organization

Englishes – The varieties of English used by different groups and/or in different parts of the world; including English as a lingua franca, or varieties used among second language users; and World Englishes, representing local or indigenized varieties, such as Indian English or Singaporean English, many developed in geographies influenced by a former history of colonialism

Equity – Awareness of, sensitivity toward, and the capacity to reduce disparity 

Innovation – Deliberate efforts that are perceived as new (or even disruptive), intended to bring about improvements, and have potential for diffusion

Inquiry-based or evidence-based – Any concept or policy that is produced based on data or research and not on personal opinions or views

Policy – A condition or system that seeks certain outcomes. Policies are usually implemented through various regulations.

Practice – Engagement in planning, facilitating, and assessing learning

Professionalism – A standards based system adopted by a group of professionals that ensures quality outcomes and is subject to regular evidence-based evaluation

Provocateur – A person who provides opposing opinions with the aim of enable challenging and important conversations

Multilingualism – Recognition of and respect for the use of two or more languages by individual speakers or communities of speakers

Non-native English speaking teacher (NNEST) – A teacher who teaches English and self-identifies as speaking another language (or languages) as their first mother tongue(s); the majority of teachers in the TESOL profession (about 80% in some estimations) are NNESTs.

Outcomes – A set of measurable consequences at various levels of abstractness (i.e., beliefs, attitudes, knowledge, and skills) where a change in policies and perceptions takes place; they can be long, medium, and short term; outcomes are subject to evidence-based evaluation.

Outputs – Deliverables, products, and information dictating what needs to be done; tangible actions/items that lead to achieving specific outcomes

Reflection – A form of professional development examining one’s own practice to improve that practice

Research – Any systematic and ethically grounded investigation that enriches our knowledge and understanding of the TESOL profession and provides a principled basis for making decisions about different aspects of the profession

Stakeholder – Persons having a vested interest in the outcomes of a certain task, event, or enterprise

Summit – A future-oriented meeting to bring together various stakeholders to discuss pressing issues that will affect their professional lives

Teacher identities – A construct of sense of self emerging through interaction, and being shaped by experiences, contexts, and ideologies; a person’s own interpretation of how others see him/her and desirable ways to be seen by others

Technology – a tool that enhances human capacity; examples of technology include chalk, textbooks, and computers

TESOL professional – a group or individuals actively engaged in planning, facilitating, resourcing, assessing, researching, and making decisions about the teaching of English to speakers of other languages


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