Language Teacher Associations

Language Teacher Associations (LTAs) can be the professional place where teachers learn, grow and develop personally and professionally. However, for the effective functioning of these associations, some members must take leadership roles. This chapter follows the leadership development of six MEXTESOL members who have emerged as leaders within the association at the local chapter level and at the national level. From the data obtained in this empirical study, four stages were identified on the path of emergence and development of these leaders. The experiences of the participants as leaders were explored in order to identify the motivations, challenges and rewards they have encountered in their development as teachers and leaders and how MEXTESOL became the common niche where they found their space to develop as leaders and to empower others.

This chapter presents an analysis of the themes English Language Teacher Associations (ELTAs) have used for their annual conferences in the past 5 years (2013–2017) and their alignment with research findings and recommendations in the areas where these themes are focused. For this analysis, two big ELTAs were chosen: TESOL International Association and IATEFL. The chapter is divided into three parts. The first part discusses these themes and the research areas they covered. The second part looks at the research basis for these themes and their relevance to both TAs’ research agendas. It also explores the progress and the development in the selections of themes over the last five years. The last part presents a comparative analysis of the two ELTAs’ conference themes.

This article presents the results of an on-line cross-sectional questionnaire and further discussion about the characterization of ASOCOPI's affiliates, their expectations of being a member, and the contributions that the association has made to their professional development. The respondents' answers were analyzed by following a statistical analysis and a content analysis under a survey research approach. Findings reveal that the Association has highly qualified and experienced English teachers who maintain expectations in relation to encountering opportunities to update its teaching and research knowledge, creating professional links, and knowing about academic events and studies in the field. Contributions are oriented to their teaching, research, and professional practices. Discussion highlights prominent issues about the Association's profile, trends, and ideals.

This chapter presents an analysis of the themes English Language Teacher Associations (ELTAs) have used for their annual conferences in the past 5 years (2013–2017) and their alignment with research findings and recommendations in the areas where these themes are focused. For this analysis, two big ELTAs were chosen: TESOL International Association and IATEFL. The chapter is divided into three parts. The first part discusses these themes and the research areas they covered. The second part looks at the research basis for these themes and their relevance to both TAs’ research agendas. It also explores the progress and the development in the selections of themes over the last five years. The last part presents a comparative analysis of the two ELTAs’ conference themes.