2019 Annual Report
TESOL ANNUAL REPORT NOVEMBER 2018–OCTOBER 2019 2 Thank You to Our Global Partners
2019 GLOBAL PARTNERS
EVENT PARTNERS 3
Message from the President
2019 has been an extraordinary year. As President-elect a year ago, I anticipated helping to fulfill TESOL’s vision of being the trusted global authority for knowledge and expertise in English language teaching. I planned to work with the Board, TESOL staff, sponsors, and our member communities of practice, professional councils, committees, and affiliate network to attain our strategic plan objectives. At the Atlanta conference, however, it became clear that TESOL had yet to put in the focused effort needed regarding diversity, equity, and inclusion. While the vision and collaborators remained constant, my priorities shifted and refocused. Throughout our history, TESOL has made significant efforts to ensure geographic diversity among our leadership. Our current Board of Directors, for example, includes 11 members, who by birth, residency, or citizenship, claim eight different countries among them. Unfortunately, in other forms of diversity, we have not been as well represented and we know we need to do better. To that end, the Board formed a Diverse Voices Task Force to look at how TESOL can cultivate diverse leaders across the Association and embrace a culture of inclusion in all areas and at all levels. Kisha Bryan and Eric Dwyer are co-chairing the task force, and Abdulsamad Humaidan, Arlene Costello, Federico Salas-Isnardi, Mary Romney, Noreen Mirza, Phoenicia Grant, Sara Kangas, and Yasmine Romero are working with them, along with our staff partner, Rita Buckner, and our Board liaison, Past President Luciana de Oliveira. This task force will share preliminary results and recommendations in March 2020 and will continue its work through the end of 2020. We expect to start implementing changes to enable us to be the diverse and inclusive association that we strive to be. We all share the values of professionalism, respect, integrity, and lifelong learning. Our mission is to advance the expertise of professionals who teach English to speakers of other languages in multilingual contexts worldwide. These values and this mission demand that TESOL has the breadth and depth of perspective that comes from diversity and inclusion. As my term comes to an end, it is with the knowledge that we are a strong and resilient association that seeks to do better and comprises individuals coming together for the greater good. I look forward to what we will accomplish together.
Deborah Healey 2019-20 TESOL President 4
Message from the Executive Director
Launching our new strategic plan in 2019, we did not so much embrace new priorities but defined our work through the strategic outcomes we hoped to achieve for our members. With input from staff and volunteer leaders, our Board of Directors sought to expand TESOL’s global presence and connectivity, increase knowledge and expertise among TESOL educators, give voice to and advocate for English language teaching professionals, and advance our organizational sustainability. After one year, how have we done?
We saw our membership increase by more than 12% and become more geographically diverse. In 2018, 77% of our members were in the United States. Today, 58% are from North America, with 18% from Asia and 8% from South America.
We also brought TESOL knowledge and expertise to more than 12,500 educators worldwide through the TESOL International Convention, TESOL China Assembly, certificate programs, virtual seminars, and self- study courses. Our publications were equally as strong, as we released the second title in The 6 Principles® series, The 6 Principles for Exemplary Teaching of English Learners: Adult Education and Workforce Development, aimed at teachers of adult English learners. Our professional journals continued to demonstrate TESOL’s leadership in research and practice. Both TESOL Journal and TESOL Quarterly continued to see an increase in the number of articles downloaded, and TESOL Quarterly’s impact factor rose to rank sixth among all linguistic journals.
Our voice and advocacy efforts were equally successful. In June, we hosted our second largest TESOL Advocacy and Policy Summit, and our member advocates helped secure bipartisan and bicameral support in the U.S. Congress for the Reaching English Learners Act. We also launched our Advocacy Action Center, through which you, our members, sent more than 700 messages in just five months to members of the U.S. Congress in support of our priorities. These efforts were critical in helping to secure increased funding to support English learners. In 2020, we seek to expand our advocacy efforts globally.
Finally, we know that none of these efforts will be sustainable if our Association is not financially sound. I am pleased to report that we achieved a slight budget surplus and increase in net assets in 2019. As we look back on 2019, we are also looking ahead to build on these achievements in 2020 with your help.
Christopher Powers Executive Director 5
STRATEGIC PRIORITY 1Global Presence and Connectivity TESOL MEMBERS
AREA OF WORK
11,855 5,781 148 122 Total New Countries Affiliates Members Members Represented
NUMBER OF MEMBERS BY CATEGORY
Retired Members
n Adult Education...... 6.7% Student n Applied Linguistics...... 2.0% Members n Bilingual Education...... 0.5% n ESL/EFL Instructor/Educator...... 13.5% n Post-Secondary Education...... 8.1% n Mainstream...... 0.5% Professional n Other...... 2.6% Members n Pre-K–12...... 4.4% n Teacher Education...... 7.4% 0 2,000 4,000 6,000 8,000 10,000 n Not Provided...... 54.3% 6
STRATEGIC PRIORITY 1Global Presence and Connectivity 2019 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO TESOL VOLUNTEER SPOTLIGHT ATLANTA, GEORGIA, USA Being a member of TESOL has allowed me to expand my network and bolster my leadership skills. Aymen Elsheikh, PhD, Assistant Professor at Texas A&M University at Qatar and President of Africa TESOL 5,352 110 1,000+ 100+ Attendees Countries Sessions Exhibitors TESOL AWARDS Represented In 2018-2019, the 2019 ATTENDEES BY COUNTRY TESOL Awards 21 Program gave over Countries $37,500 Represented
2019 TEACHER OF THE YEAR
BERMUDA
HONG KONG
n 100+ n 51 – 100 L to R: National Geographic Learning Director of Global Marketing Ian Martin, TESOL Teacher of the Year Tünde Csepelyi, TESOL n 21 – 50 2018-2019 President Luciana C. de Oliveira, TESOL Executive n 11 – 20 Director Chris Powers n Up to 10 See all awardees at www.tesol.org/awards 7
STRATEGIC PRIORITY 2Knowledge and Expertise PROFESSIONAL LEARNING TESOL PRESS
PARTNER PROGRAMS TOP SELLERS FOR NEW RELEASES 1,435 2,700 Blended 2019 Global English 11 5 Workshops Education China Participants Assembly registrants Virtual Seminars Certificate Programs
2,308 362 1,400 800 The 6 Principles®: The 6 Principles® New Ways in Adult Education Quick Guide for Teaching Speaking, Virtual Seminar Certificates The 6 Principles for TESOL-NELTA and Workforce Paraeducators: 2nd edition Registrants Issued Exemplary Teaching Regional Conference Development Pack of 25 of English Learners® and Symposium 2019, Blended program Nepal registrants
LAUNCHED IN 2019
The 6 Principles for Exemplary TESOL ® 2 7 Teaching of English Learners : K-12 Training of Trainers Workshops 130 PRESS Online Courses Self-Study Courses Participants PUBLISHED
The 6 Principles for Exemplary 196 149 Instruction of English Learners®: K-12 92 Participants Online Course Self-Study Course Participants Registrants 12 Standards Workshops NEW Standards for Initial TESOL Pre-K–12 TITLES Teacher Preparation Programs (Juneau, AK) 102 Countries Represented Standards for Adult Education ESL Participants 99 Programs (Nashville, TN) 8
STRATEGIC PRIORITY 2Knowledge and Expertise TESOL JOURNAL TESOL QUARTERLY
# of institutions Downloads Submissions # of institutions Downloads 2-Year Impact Factor increased to increased by increased by increased to increased by increased to 2.718 5-Year Impact Factor 6,911 19.3% 8.8% 7,108 9.4% increased to 3.208
TOP 5 MOST DOWNLOADED ARTICLES TOP 5 MOST DOWNLOADED ARTICLES
1 Reflecting on Reflective Practice: (Re)Visiting Dewey and Schon 1 The effect of content retelling on vocabulary uptake from a TED Talk Farrell, T. Nguyen, C. & Boers, F.
2 Scaffolding to make translanguaging a classroom norm 2 Enhancing EFL learners’ willingness to communicate with visualization Daniel, S. et al. and goal-setting activities Al-Murtadha, M.
3 Research methods in applied linguistics Dörnyei Z. & Griffee, D. 3 The Interaction of Motivation, Self-Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups 4 Trauma in English learners: Examining the influence of previous Kormos, J. & Csizér, A. trauma and PTSD on English learners and within the classroom Schmidt, L. 4 Multimodality in the new content standards era: Implications for English learners Grapins, S. 5 Toward identity-oriented teacher education: Critical autoethnographic narrative Yazan, B. 5 Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions Lee, G. & Wallace, M. 9
STRATEGIC PRIORITY Voice and Advocacy
3 TESOL LAUNCHES TESOL 2019 TESOL ADVOCACY & POLICY SUMMIT ADVOCACY ACTION CENTER In July TESOL launched the TESOL Advocacy Action Center for our U.S. members and supporters to send electronic letters to their U.S. representatives on issues of importance to the profession. It is a vital tenet of U.S. democracy that decision-makers hear from their constituents about the issues important to them. We encourage members to sign up for action alerts and to take action as issues arise. Interna- 175 102 8 tional members can fill out a form within the action center to Meetings with Summit Attendees Policy Statements let us know about what is occurring in their country and affil- Representatives iates can contact TESOL for advocacy training.
SUMMIT CLOSING DINNER TESOL ON THE ROAD For TESOL International Association being an international association is more than just a part of our name and strategic plan—it is who we are. During the 2018-2019 year TESOL leaders meet with educators in Rome, Italy, Kathmandu, Nepal, Liverpool, England, Hangzhou, China, Vancouver, BC, Canada, Porec, Croatia, and Abuja, Nigeria, to name just a few. Connecting with and learning from ESL educators of diverse backgrounds is vital to bringing the profession together. I was so impressed with the way that everyone conducted themselves. We got such a warm reception, and I was not expecting that. I had an amazing experience. Larissa Lopez, PRTESOL 10 FY 2019 Financials: November 2018 - October 2019
2019 REVENUE GLOBAL PRESE CE OICE A A CO ECTI ITY O LE GE A E PERTISE A OCACY AND EXPENSES BY STRATEGIC OBJECTIVE $3,000,000 ■ Revenue $2,500,000 ■ Expenses
$2,000,000
$1,500,000
$1,000,000
$500,000
0 Membership Convention Journals Books Standards Professional Advocacy Learning
2019 PERCENTAGE Voice and Advocacy Voice and OF TOTAL REVENUE AND Professional .6% Advocacy
Learning Membership EXPENSES BY PROGRAM Membership Professional 6.4% Standards 12% .1% 16.5% Learning 16.9% 14% Books 7.4% Standards TOTAL 1.7% TOTAL REVENUE EXPENSES Journals 12.4% $4,963,173 $4,872,774 Books 14%
51% 46% Convention Journals Convention 1% 11 FY 2019 Financials
AUDITOR’S REPORT Independent Auditor’s Report
To the Board of Directors TESOL International Association
We have audited the accompanying financial statements of Teachers of English to Speakers of Other Languages d/b/a TESOL International Association (TESOL), which comprise the statements of financial position as of October 31, 2019, and 2018, the related statements of activities, cash flows for the years then ended, the related statement of functional expenses for the year ended October 31, 2019, and the related notes to the financial statements.
Management’s Responsibility for the Financial Statements
Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error.
Auditor’s Responsibility
Our responsibility is to express an opinion on these financial statements based on our audits. We conducted our audits in accordance with auditing standards generally accepted in the United States of America. Those standards require that we plan and perform the audits to obtain reasonable assurance about whether the financial statements are free of material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to TESOL’s preparation and fair presentation of the financial statements in order to design
2 0 2 1 L S t r e e t, N W audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of TESOL’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.
S u i t e 4 0 0 We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.
Opinion
In our opinion, the financial statements referred to above present fairly, in all material respects, the financial position of Teachers of English to Speakers of Other Languages d/b/a TESOL International Association as of October 31, 2019 and 2018, and the changes in its net assets and its cash flows 2 0 0 3 6 for the years then ended in conformity with accounting principles generally accepted in the United States of America.
Adoption of Accounting Standards Update 2016-14
As described in Note A to the financial statements, the Financial Accounting Standards Board (FASB) issued accounting standards update 2016-14, Not-for-Profit Entities (Topic 958): Presentation of Financial Statements of Not-for-Profit Entities (ASU 2016-14). As required by the FASB, TESOL adopted the provisions of ASU 2016-14 during the year ended October 31, 2019. In addition to changes in terminology used to describe categories of net assets throughout the financial statements, new disclosures were added regarding functional allocation of expenses and liquidity and the availability of financial resources. There was no change in the TESOL’s previously reported change in net assets as a result of the adoption of the ASU. Our opinion is not modified with respect to this matter.
Washington, DC February 16, 2020 1 12 FY 2019 Financials
AUDITOR’S REPORT TESOL International Association
Statements of Financial Position
October 31, 2019 2018
Assets Cash and cash equivalents $ 375,627 $ 288,686 Investments 4,831,577 4,509,722 Accounts receivable 214,424 161,778 Pledges receivable 12,000 12,000 Prepaid expenses and other assets 287,784 290,436 Property and equipment 380,006 57,717
Total assets $ 6,101,418 $ 5,320,339
Liabilities and Net Assets Liabilities Accounts payable and accrued expenses $ 240,371 $ 205,877 Deferred revenue 845,492 849,407 Deferred rent and lease incentive 417,754 146,317 Total liabilities 1,503,617 1,201,601 Net assets Without donor restrictions 4,206,448 3,742,320 With donor restrictions 391,353 376,418 Total net assets 4,597,801 4,118,738
Total liabilities and net assets $ 6,101,418 $ 5,320,339
See notes to the financial statements. 2 13
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