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Incorporated in 1966, Teachers of English to Speakers of Other Languages, Inc. (TESOL), is a global association for English language teaching professionals headquartered in Alexandria, Virginia, USA. TESOL encompasses a network of approximately 52,000 educators worldwide, consisting of more than 12,000 individual members and an additional 40,000 educators within the 100 plus TESOL affiliate associations. Representing a multifaceted academic discipline and profession, TESOL offers members serial publications, books, and electronic resources on current issues, ideas, and opportunities in the field of English language teaching. TESOL also conducts a variety of workshops and symposia, including an annual convention, regarded as the foremost professional development opportunity for English language educators worldwide. TESOL's mission is to develop and maintain professional expertise in English language teaching and learning for speakers of other languages worldwide.

Authorized under Title III of the No Child Left Behind Act of 2001 (NCLB), the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) supports the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) in its mission to respond to Title III educational needs, and implement NCLB as it applies to English language learners (ELLs).

This publication of the James R. Squire Office of Policy Research offers updates on research with implications for policy decisions that affect teaching and learning. Each issue addresses a different topic. This issue addresses English Language Learners.

The United States experienced phenomenal growth in the number of English-language learners over the first decade of the 21st century, expanding the need in many public schools to provide special language instruction.

Summarizes the history of government policy towards American Indian languages from colonial times to the passage of the Native American Languages Act of 1990 and links language policy to the academic success of American Indian students in terms of a subtractive English-Only curriculum that is designed to assimilate Indian children into the dominant culture of the United States versus an additive English-Plus curriculum that recognizes and values American Indian traditional cultures. 1993 Journal of Educational Issues of Language Minority Students article.

Gender Inn is a searchable database providing access to over 6000 records pertaining to feminist theory, feminist literary criticism, and gender studies focusing on English and American literature. All records are carefully indexed using a feminist thesaurus. This very comprehensive site also includes links to other meta-sites and searchable Web databases on the subject.

This 2001 Cultural Survival Quarterly article examines the "English Only" Movement in the United States as exemplified by the passage of Proposition 203 in Arizona and 227 in California. It argues for language freedom and documents what is being lost through efforts to suppress indigenous languages.

"Language plays a central role in the way human beings behave and think. The National Council of Teachers of English (NCTE) is concerned about the critical role language plays in promoting fair treatment of women and girls, men and boys. Through careful selection of gender-fair language, NCTE members have the opportunity to influence thought and behavior both directly and indirectly. These guidelines offer suggestions for language use that will open rather than close possibilities and that speakers and writers should consider when engaged in communication activities that include: writing papers and publications preparing handouts and materials designing and delivering oral presentations speaking with students, parents, and community members working with students developing curriculum selecting texts and media exploring language use in classrooms serving on local, regional, and national committees "

CAL is a private, nonprofit organization working to improve communication through better understanding of language and culture.

This web site is designed to provide information, including links to related web sites, on the history and current thinking about American Indian and Indigenous education. It includes information on how Indigenous students were taught English and on bilingual/bicultural education. In addition, there is material on teaching reading, math/science, curriculum development, and American Indian dropouts. Links are also provided to information on community-controlled schools, gifted and talented education, learning styles, and Indian children's books. This web site is maintained by Jon Reyhner.

"Gender equity does not exist in business, in academics, or athletics. One other place it does not exist is in children's literature. In part, the inequity in the literature is one of invisibility-fewer female than male protagonists are represented in books written for children. Additionally, few of those young female protagonists are strong enough of mind, body, or will to serve as positive role models for girls both in and out of our classrooms. Another facet of the inequity in literature is that many characters are not shown as multi-dimensional human beings with strengths as well as weaknesses. Instead, both males and females display behavior and traits which reflect stereotypical roles, responsibilities, and expectations. Although there may be segments of our society which are redefining gender roles, the female and male characters children read about are often locked into traditional jobs and behaviors. As teachers and adults who work with children, we advocate wide reading of good literature as one way for children to have vicarious experiences in which they can identify with strong characters across a wide range of human experiences which cross traditional gender boundaries. But . . . if children's books and the characters in them remain gender-bound, the ideas which might cause children to develop expectations for the future, responses to life's events, and stances on issues may also remain stereotypically gender-bound. We must all search for books which will initiate conversations and questions about gender roles and the perceptions of appropriate behavior and activities. Through these conversations and questions, teachers and other caring adults can be instrumental in helping the students reflect on gender expectations, reflection that can lead to appreciation and implementation of gender fairness and equity. Although we need to share books which validate the present experiences of the readers' lives, we also need to challenge those experiences by show

This online toolkit provides an introduction to the multiple facets of diversity. It offers basic information, a short list of strategies and tools, and suggestions for how to find out more. Neither the short list of topics in this toolkit nor the content within each topic is meant to be exhaustive. For more in-depth information, please visit the Web links listed under each topic.

In the current climate of increasing nativism and intolerance as reflected in recent anti-affirmative action and English-only initiatives, and increasing acts of racist violence,(n1) we should anticipate that the racial divide will intensify in our schools as it has in the larger society. Yet teacher education, like higher education generally, often seems oblivious to the magnitude of this problem. By and large, teacher education does not require a serious study of race relations or critical multicultural education as preparation for teaching in our multiracial and racially divided society (Zeichner and Hoeft, 1996). Where multicultural education courses are offered, race is often marginalized under the multicultural umbrella (Kailin, 1996; McCarthy, 1995; Ng, et.al., 1995). In this article I will argue that to properly prepare teachers to teach in our schools and communities we need to incorporate an anti-racist perspective in teacher education.