Tokyo International University (TIU), located in the greater Tokyo area, is seeking qualified applicants to teach as Global Teaching Fellows (lecturers) in the Global Teaching Institute (GTI). The purpose of GTI is to bring Japanese and international undergraduate students in contact with a diverse English-speaking faculty that will engage them in practical English communication skills through a variety of language-learning and culture-related topics.    

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TESOL International Association (TESOL) recently installed Okon Effiong as its 2026-2027 president at the association’s annual business meeting during the TESOL 2026 International Convention & Expo in Salt Lake City, Utah, USA. In addition to Effiong, President-Elect Gabriel Hugo Díaz Maggioli and board members Susan Gaer and Bessie Karras-Lazaris were also installed on the TESOL board of directors. With Effiong’s installation, Justin Shewell became the association’s past president.

U.S. federal support for English learners and the English language teaching profession is facing significant challenges, making advocacy more important than ever. TESOL International Association and the National Association for Bilingual Education (NABE) will host the 2026 TESOL–NABE Advocacy Action Days on 22–24 June. Participants will receive federal policy briefings and engage in coordinated meetings with congressional offices. This event offers a timely opportunity to build advocacy skills, connect with policymakers, and join a national community working to strengthen support for multilingual learners. Registration is open!

In "Strategies That Speak: Teaching Literacy Through a Cultural Lens," presenters and professors Elsa Anderson and Saihua Xia will discuss literacy strategies that positively impact speaking, listening, reading, and writing instruction outcomes for all students. By attending, you'll explore how to connect these strategies to the cultural and linguistic backgrounds of students to ensure success across all grade levels and contents. It is open to TESOL members and nonmembers. This webinar takes place on 2 May from 9:30 a.m. - 11:00 a.m. ET. 

Hosted by TESOL and WIDA, Assessment in Action: Supporting Multilingual Learners Through Data and Practice, is a three-part webinar series that brings together educators, researchers, and leaders to explore how the assessment of multilingual learners can provide meaningful data to inform practical and impactful instructional practices. In this series, you’ll dive deeper into the research behind effective assessment, hear from an educator about the integration of language development standards resources into classroom instruction, and learn how to best leverage data to inform instruction. The first webinar has taken place, but you can still register for the series and access the recording. The next webinars will be held on 28 April and 12 May 2026.

Join our five-day AI in the English Language Classroom Workshop to streamline planning and elevate instruction. Across five focused sessions, you’ll gain hands-on practice with leading tools—ChatGPT, Copilot, Gemini, Perplexity, Notebook LLM, and Claude—to adapt texts, design tasks, and modernize classroom materials. Bring your existing worksheets and lesson plans to revise, level, and enhance using AI-driven workflows. You’ll walk away with refreshed lessons, ready-to-use activities, and a clear strategy for integrating AI to boost efficiency and learner engagement. Sessions run 4–8 May 2026, 7:00–8:30 p.m. ET. Registration closes 4 May. 

 

 

The 2026 budget passed by Congress last month maintains level, year-over-year funding for virtually every federal K-12 program. For the next school year, at least, that means school districts can expect similar amounts of federal funding from Title I, IDEA, and other key programs. In other words, surprises should be limited.

Since January 2025, educators and advocates for English learners and immigrant students have raised concerns about support for these populations, even as schools’ federal obligations to them remain intact.

A school outside of Charlotte, N.C., had been spurred to action by the “science of reading” movement because teachers and administrators realized that students weren’t being taught how to effectively sound out words.

Bethune Academy in Milwaukee, WI, is home to a large refugee population from countries such as Myanmar and Malaysia. Around 40% of the school’s students are ­English Language Learners (ELLs), which is a key factor in how they engage with the school library. In the past, they had limited opportunity to benefit from its resources.

Helping students identified as English learners to acquire the English language often requires funding on top of general education spending to cover the cost of additional instructional resources, teachers, aides, and other supports.

This piece builds on the ideas shared in “A Pedagogy of Translanguaging” (Language Magazine, 2018), which highlighted how multilingual learners thrive when they’re encouraged to use all their languages in the classroom.