Advertisement

Examining the Organizational Structure of Language Teacher Associations: A Report on Strategic Direction and Functionality

  • Pakize UludagEmail author
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

Language Teacher Associations (LTAs) represent the enhancement of the quality of language teaching practices all over the world. They achieve their mission through organizing professional development events, establishing special interest groups, and supporting their members through publications and scholarships. Most of the LTAs serve as volunteer and charity organizations, and their emergence and evolvement depend on the contributions and involvement of their member groups. So, this chapter was written primarily to inform the LTA members who wish to become more familiar with LTAs’ organizational framework and grasp both internal and external dynamics that impact LTAs’ functionality. The chapter opens with a broad discussion of the factors that would shape LTAs’ strategic direction. Then, it provides an overview of language organizations’ structural framework with reference to several of the specific local, regional and international associations. Written descriptively, this chapter could also serve as a guide for the members of the ELT community who wish to set up a new language organization with the aim of advocating language teaching and learning activities.

References

  1. Africa TESOL. (n.d.). Retrieved January 01, 2018, from https://www.africatesol.org/.
  2. Australian Association for the Teaching of English. (n.d). ESL (English as a Second Language), Aborginal Englishes. Retrieved from https://www.aate.org.au/documents/item/646.
  3. BRAZ-TESOL. (n.d.). Retrieved February 01, 2018, from http://www.braztesol.org.br/.
  4. Falcao, A., & Szesztay, M. (2006). Developing an association for language teachers: An introductory handbook. Kent, UK: IATEFL. Retrieved from https://members.iatefl.org/downloads/member_info/IATEFL_developing_a_ta_handbook.pdf.
  5. English Language Teacher Association of Macedonia. (n.d.). Retrieved February 01, 2018, from http://www.eltam.org.mk/.
  6. Griffin, R. W., & Moorhead, G. (2011). Organizational behavior. London: Cengage Learning.Google Scholar
  7. ELTAF. (n.d.). Retrieved February 01, 2018, from https://eltaf.de/.
  8. ELTAS. (n.d.). Retrieved February 01, 2018, from http://www.eltas.de/.
  9. ELTAU. (n.d.). Retrieved February 01, 2018, from http://www.eltau.de/.
  10. IATEFL. (n.d.). Retrieved December 10, 2017, from https://www.iatefl.org/.
  11. Lamb, T. (2012). Language associations and collaborative support: Language teacher associations as empowering spaces for professional networks. Innovation in Language and Teaching, 6(3), 287–308.  https://doi.org/10.1080/17501229.2012.725255.CrossRefGoogle Scholar
  12. Padwad, A. (2016). The cultural roots of teacher associations: A case study from India. ELT Journal, 70(2), 160–169.  https://doi.org/10.1093/elt/ccv078.CrossRefGoogle Scholar
  13. Paran, A. (2016). Language teacher associations: Key themes and future directions. Elt Journal, 70(2), 127–136.  https://doi.org/10.1093/elt/ccw012.CrossRefGoogle Scholar
  14. Gomez, S. (2011). Running an association for language teachers: Directions and opportunities. Kent: IATEFL & The British Council. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/Z383%20Teachers%20Association%20Handbook%20290311_0.pdf.
  15. Stewart, A., & Miyahara, M. (2016). Language teacher associations in Japan: Knowledge producers and/or knowledge disseminators. ELT Journal, 70(2), 137–149.  https://doi.org/10.1093/elt/ccv081.CrossRefGoogle Scholar
  16. TESOL. (2015–2016). Annual report: Reflecting forward. Retrieved from http://www.tesol.org/docs/default-source/annual-reports/2016_tesol_annualreport.pdf?sfvrsn=0.
  17. TESOL International Association Proposed Governance Restructuring. (2015). Retrieved from https://www.tesol.org/docs/default-source/governance/tesol-new-governance-model30-january-2015.pdf?sfvrsn=2.
  18. TESOL International Association. (n.d.). Retrieved January 01, 2018, from http://www.tesol.org/.
  19. TESOL Position Statement on the role of LTAs in Education and Policy Planning. (2007). TESOL. Retrieved from http://www.tesol.org/docs/pdf/10040.pdf?sfvrsn=2.
  20. The IATEFL Annual General Meeting Reports. (2016). ITEFL. Retrieved from https://members.iatefl.org/downloads/member_info/IATEFL_agm_report_2016.pdf.

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Concordia UniversityMontrealCanada

Personalised recommendations