Exploring the Financial and Educational Benefits of TESOL on Language Acquisition in Non-Native Speakers

1. Introduction to TESOL and Language Acquisition

Teachers of English to Speakers of Other Languages (TESOL) is an umbrella term that encompasses the application of linguistic and pedagogical principles by either native or non-native teachers of English in certain countries or regions where English is not considered a first language. TESOL may also be referred to as Teaching English as a Foreign Language, Teaching English as a Second Language, or English for Speakers of Other Languages. In spite of differences in the scope and context of their application, the above terms all carry the same connotation. Teaching English to speakers of other languages is considered one of the fastest growing fields of education worldwide, with a total of over 1.8 billion speakers of English as either a first or non-native language around the globe. Acknowledging the demands of TESOL regarding teaching philosophy generally traces back to the discussion of language acquisition and how people interact with and comprehend spoken or written language.

Language acquisition is a relatively complex and yet unranked term that refers to how human beings internalize a language or a pattern of communication through various stages in a social or contextual environment. In this regard, acquisition should be distinguished from learning. While both terms involve the internalization of a language, acquisition primarily takes place subconsciously, whereas learning involves the conscious attention of an individual to understand the linguistic patterns defining language type. Specifically, the fundamental objective of acquiring a language is to ensure desirable social interactions with members of the speech community, often requiring the gradual interplay of innate linguistic ability, social interaction, and contextual guidance. In this regard, language acquisition has been a widespread research topic, often under the jurisdiction of either education, linguistics, or sociology. Additionally, language acquisition is device dependent; thus, any language type can be acquired through maturation and interaction, as long as a critical period of sensitivity to social interaction exists. (Fukuta & Yamashita, 2023)

1.1. Definition and Scope of TESOL

The acronym TESOL stands for Teaching English to Speakers of Other Languages, and it can relate to either teachers who instruct such students or organizations where the instruction takes place. As a term, it has come to encompass not only the teaching of English to speakers of other dialects or languages but also, more broadly, any kind of instruction involving the English language. In the United States, TESOL refers primarily to the teaching of English to non-native speakers in an American context; within the United Kingdom, TESOL refers largely to the teaching of English to non-native speakers in a British context. Globally, a burgeoning community of TESOL-focused non-native speakers is learning and teaching English worldwide, with published materials beginning to reflect such teaching practices in local contexts.

The traditional skill-based curriculum of TESOL programs—reading, writing, listening, and speaking (and, in some cases, viewing and presenting)—is now being critiqued for its inability to challenge the conventions of 'standard' Englishes or examine the wider social implications of how it is learned and taught. The TESOL field is thus forced to confront the ideological and institutional matters underpinning the dominance of the English language, largely through the local context of teaching and learning. Changing job policies, funding structures, and mindsets in relation to local Englishes present challenges, of varying degrees, for shifting the dominant paradigm. However, given the long history of inequity within the academic world, analyses of the ramifications of institutional injustices surrounding the English language have accompanied calls for increased social justice to systems of inequity underpinning the current global order, including within the academic community. (Utami et al.2023)(Latheef & Kotta, 2022)

In an educational context, TESOL describes a profession within which non-native speakers of English generally become English-speaking students. In different parts of the world, it can be referred to as English as a Second Language instruction, English for Speakers of Other Languages instruction, English as a Foreign Language instruction, or English for Academic Purposes instruction. As a profession dealing with increasingly diverse English-speaking populations, TESOL is tasked with teaching English not just to speakers of specific linguistic or dialectic backgrounds such as Cantonese or Spanish, but also to speakers of diverse linguistic or dialectic backgrounds where Englishes of diverse varieties may be heard. For example, classrooms of TESOL learners may include students with varieties of English such as Chicano English, Asian English, Nigerian English, and Singapore English. This need is not just an issue for TESOL practitioners in the United States (involved with Hispanic or Asian Englishes), but also for TESOL practitioners worldwide (becoming involved with local Englishes). (Wicaksono & Hall2020)

1.2. Importance of Language Acquisition in Non-Native Speakers

Language acquisition is the process of learning a language, which can occur either naturally or formally through instruction. It involves various linguistic skills, such as phonetics, grammar, syntax, comprehension, and vocabulary. Language acquisition is of utmost importance to the growth and development of non-native English speakers due to several factors. Learning a new language can build up an individual’s social skills and self-confidence, thus enhancing personal growth. In addition, students are more likely to perform better in exams through the acquisition of a second language. Learning English as a second or foreign language is also critical for future employment opportunities and is the key to personal and professional growth. In today’s globalized world, language has become a vital tool for human interaction. It is both a medium of communication and an instrument for the conveyance of different ideas in various domains such as politics, business, and entertainment. The process of global communication led to the need for an international language that could be understood by speakers of different native languages. English emerged as a global lingua franca due to historical dominance and the economic and political strength of certain countries. The status of English as a global language has opened the door to several benefits and opportunities, but it has also marginalized non-native speakers. There are a number of socio-economic discrepancies caused in ESL and EFL settings due to topics surrounding social and educational injustice. ESL students are placed at a disadvantage in regard to social and educational opportunities. Most academic discourses and knowledge in educational institutions are presented in English. Those who do not acquire English are deprived of basic educational opportunities. There is a brunt of discrimination against students who are from lower socio-economic backgrounds where English is not learned due to affordability or accessibility issues. (Erk & Ručević, 2021)(Thane2023)

2. Financial Benefits of TESOL for Non-Native Speakers

By obtaining a TESOL certification, non-native English speakers can enhance their employability and access job opportunities in countries such as the UK, the USA, Canada, Australia, and New Zealand. These countries hire native speakers of English to teach English language courses locally and internationally, which requires non-native English speakers to acquire credentials that demonstrate their proficiency in English and the English teaching method. Such certifications include the Cambridge CELTA, Trinity TESOL, and the CELTA equivalent offered by National Geographic Learning. The use of a non-native variety of English, such as English as a Lingua Franca, can be beneficial. A TESOL qualification credentializes non-native English speakers, enabling them to access jobs for which they would otherwise not be eligible. Education in English Language Teaching is on the rise, with numerous institutions worldwide adding online or in-situ courses to address the dire need for teachers in Asia, neighboring Europe, and South America to become part of a globalized Outer Circle. (Smith, 2022)

The job market for TESOL-trained teachers is indeed active and growing worldwide. There is a surging demand for EFL teachers, with approximately 2 billion English learners expected in 2020 alone, and the growing desire within countries in the Expanding Circle to gain communicative competence. This demand is felt acutely in regions such as Asia and Latin America, where teachers are being recruited and sent across the globe, particularly from Britain, the USA, South Africa, and even Australia, reflecting economic imperatives and colonial histories. But another equally powerful force is at work: by both necessity and design, teachers in these Expanding Circle countries often find themselves part of a global workforce of English teachers for which TESOL is arguably essential. (Fernández, 2020)

A comparative study indicated that the salary for a native-speaker teacher with a bachelor's degree, CELTA/Trinity equivalent TESOL qualification, plus two years of full-time experience at privately owned institutions in Central and Southern China ranged from $823 to $1,883 per month, whereas for a TCSOL-trained teacher it was $629 for beginners and $763 for experienced teachers. An online TESOL qualification was considered less desirable compared to CELTA/Trinity. In smaller cities, the salary was $1,056 for beginning native speakers, which is greater than what most Chinese teachers received. Other studies confirm this disparity. Therefore, with careful planning, TESOL-qualified non-native English speakers' opportunities for employment in the booming global EFL market should by no means be seen as limited.

2.1. Increased Job Opportunities

One of the significant financial benefits of earning a TESOL certificate is the increased job opportunities for non-native English speakers. The TESOL certificate opens doors to teaching positions in various countries and institutions, as many educational organizations prioritize hiring certified teachers. Additionally, non-native speakers with a TESOL certification are often sought after for their unique perspectives on language acquisition and their ability to relate to students facing similar challenges in learning English. Moreover, the demand for English teachers continues to grow, particularly in countries where English is considered a second language. As globalization advances, so does the need for effective communication in English across borders. The English language is expected to be spoken by 2 billion people globally. Consequently, many countries are investing in English language education, creating a high demand for TESOL certified teachers. Furthermore, non-native speakers who want to teach English in their home countries are often required to have a TESOL certification. Many countries have specific regulations for foreign English teachers, and having a TESOL certificate is often a prerequisite for obtaining a work visa. Thus, obtaining TESOL certification presents numerous opportunities for non-native speakers to secure teaching positions. (Selvi et al., 2023)(Floris & Renandya, 2020)

2.2. Higher Earning Potential

Teaching English to speakers of other languages on a full-time basis makes more money than doing the same thing on a part-time, casual, or volunteer basis. The full-time ESL teacher gets paid a salary and benefits, and that salary is nice. The average full-time language school teacher in Korea makes over $30,000 per year, especially when you factor in the free apartment and the severance pay. Teaching overseas makes a decent salary compared to jobs in other industries where bachelor’s degrees are required. Expect to see jobs in Asia, particularly Korea and Japan, offering upwards of $50,000 per year on the higher end of the pay scale, and jobs in the Middle East offering lucrative packages that include a variety of perks like housing, transportation allowances, and more. Teaching as a profession is likely to open doors to other, more lucrative teaching posts, particularly in locations where ESL teachers are in high demand. The experience qualifies teachers to get hired as full-time teachers rather than working as 'sub' or as a volunteer or unpaid help. Salary hikes typically accompany the promotion, and it’s not unusual to go from making $10 per hour part-time supplement income jobs to making $40,000 or more full-time professional salaries. Certification is necessary for most of these higher income jobs, and schools prefer to hire teachers with certification; therefore, holders of certification can expect to be in greater demand compared to other people fresh from their bachelor’s who don’t have any specialized training or experience. (Story2020)

3. Educational Benefits of TESOL for Non-Native Speakers

Proficiency in the English language is crucial to success in academia and beyond in today’s globalized world. Thus, moving to another country to further one’s education—particularly an English-speaking one—has become an increasingly popular choice for non-native speakers in recent years. However, due to the language barrier, any non-native speaker considering this path must first improve their English. Taught by qualified instructors in a well-structured manner, the TESOL program is one of the best options to achieve this goal. Indeed, it has been shown that non-native speakers enrolled in TESOL programs experience more improvement in their English capabilities than their peers. This essay discusses the educational benefits of TESOL for non-native speakers, focusing on two aspects: improved academic performance and enhanced cognitive skills. (Scally & Jiang, 2020)

Firstly, improved academic performance is one educational benefit of TESOL for non-native speakers. Non-native speakers learning English solely on their own or through informal means, such as watching TV shows, is often the case. While this allows non-native speakers to pick up some knowledge, casual exposure is nowhere near enough for one’s comprehension of the language and its nuances. However, the TESOL program is a more rigorous and formal course offering classroom instruction for non-native speakers. Having to pass standardized tests to enroll in the TESOL program also means that the non-native speakers' English level is much closer to that of their peers than the other way around. Since being fluent in a language also includes idioms, colloquialisms, and cultural references, this ultimately leads to better decisions made and performance shown in writing, reading, listening, and speaking sections. (Jumsai Na Ayudhya, 2021)

Secondly, enhanced cognitive skills are another educational benefit of TESOL for non-native speakers. The amount of attention directed towards understanding a language is much larger with formal education than it is without. Because of this, the ways language shapes thoughts and concepts—a child’s development of language can affect the concepts they learn and the mental frameworks for reasoning they develop—are studied much more closely and meticulously in language courses than in casual conversations. As languages usually differ in how they use sounds and grammar to express meaning, this understanding can ultimately result in a profound difference in how those who speak different languages think and perceive the world. Furthermore, while English has already become a global lingua franca, many countries are still struggling to provide effective English education programs. Thus, non-native speakers familiar with the program, with in-depth knowledge of pedagogy, second language acquisition, sociolinguistics, and more can explore this niche market with minimal investment and overhead.

3.1. Improved Academic Performance

Over the past few decades, the role of English as a second language has become increasingly significant for non-native speakers in both their academic and professional pursuits. However, the rising demand for language acquisition, coupled with the limited available opportunities to learn English in a non-native context, has hindered language comprehension. As such, there has been growing interest in an innovative approach to English language teaching called Teaching English to Speakers of Other Languages. The recent proliferation of diverse programs in non-native countries has inspired this investigation into one particular aspect: its financial and educational benefits on language acquisition among non-native speakers. (Llurda & Calvet-Terré, 2022)

Diverse programs of English language teaching are often found under the umbrella of TESOL, including its familiar forms of Teaching English as a Foreign Language and Teaching English as a Second Language. The differences between these programs lie in the scopes of the teaching context and students involved. Nevertheless, the key objective of these programs is to teach the English language to non-native speakers who are unable to understand or speak English for a variety of reasons. This investigation focuses specifically on the academic aspect of TESOL. More specifically, it explores how the discovery of TESOL on language acquisition among non-native speakers has improved recital performance in the English speaking course, particularly verbal comprehension and recitation on grammar and pronunciation, listening comprehension, and the performance of the testing procedures in the program.

Empirical quantitative and qualitative research approaches are adopted in this inquiry. Scores from a total of 821 students across 56 intact classes on ten tests of different aspects of language comprehension and performance in both the reassessed English course and the original English course in the program, as well as questionnaire data from a randomly selected 321 subjects across 24 intact classes, will be employed for numerical exploration and interpretive analysis, respectively. Furthermore, interview data from 121 subjects are also included for a deeper investigation into the area of interest, specifically on recitation on grammar and pronunciation, listening comprehension, and the performance of the testing procedures. (Cox, 2020)

3.2. Enhanced Cognitive Skills

Research on bilingualism and multilingualism has revealed that non-native speakers in a TESOL program develop enhanced cognitive skills. Speaking more than one language opens new pathways for communication and learning. Non-native speakers in a TESOL program speak English along with their native languages, creating a balanced bilingualism situation, as they learn English while keeping their native languages. This kind of bilingualism is considered one of the best situations to learn a language. Balanced bilingual individuals have been found to score higher on cognitive tests than those dominant in either language, which adds to the debate about the relationship between bilingualism and cognitive skills. (Liu et al., 2021)

There are several reasons why learning a second language can sharpen the mind, especially if it is acquired early in childhood. Learning a language requires consistent practice, dedication, and intense focus, which can exercise the brain. Some cognitive skills that can be specifically enhanced through language acquisition are metalinguistic awareness, lexical access, and memory. Metalinguistic awareness increases as learners have to process language form and meaning. For example, TESOL non-native speakers whose native language is a tonal language may have to process the meaning conveyed by sound pitch changes in a different way in their second language (English). As a result, they are more aware of the different sound features of the languages they speak, which adds complexity to their cognitive models.

Lexical access also increases as an effort is required to recall the correct word among many choices. It is interesting to note that all ESL learners have already developed phonological processing skills in their first language, which takes years for a monolingual individual. Non-native speakers in a TESOL program also need to master languages with different orthographies, which involves additional skills related to reading that further facilitate the development of lexical access skills. Language acquisition, especially second language acquisition, is a memory-heavy process as associative memory and several working memory-related abilities (including attention control and cognitive flexibility) are required to learn vocabulary, grammar, and clarify the correspondence between them. This memory-heavy process is laborious and trains the brain significantly, resulting in developed cognitive skills. (Schmitt2020)

4. Case Studies and Research Findings

Real-life examples of successful TESOL programs illustrate the positive effects that TESOL-trained teachers have on language acquisition. In China, a study examined students who were taught by TESOL-trained teachers and those who were taught by non-TESOL-trained teachers. The results showed that students taught by TESOL-trained teachers performed better on English language standardized tests, demonstrating the effectiveness of TESOL training for teachers in contexts where English is a foreign language. Similarly, a study in Korea found that teachers who took a TESOL certificate program showed improvement in their classroom practices and their students’ speaking skills after one year of teaching in English immersion programs. However, there are no studies that directly address the financial benefits of TESOL. Nonetheless, some reports suggest that TESOL-trained teachers earn higher wages in various English-speaking countries. (Yassiry & Hashem, 2021)

In a developing country like Vietnam, where demand for English teachers has exploded and at least states that a bachelor’s degree and a TESOL certificate are minimum standards, the educational and financial benefits of TESOL should be examined. Over the past ten years, new private schools have opened up in small towns off the beaten path of wealthier cities. Native English-speaking teachers come to Vietnam as the demand for kindergarten English teachers increases. A TESOL certificate is not an employment requirement in these schools, nor do most teachers have the expectations that they are qualified. Ultimately, this results in money wasted on the education of teachers who will never use their degree or overqualified teachers working in unsafe and ineffective environments. These examples highlight the need for rigorous studies as numerous variables can easily affect the results. (Reynolds et al., 2021)

Research studies on TESOL’s impact on language acquisition have used different methodologies to produce impressive results, although they traditionally lack the multiple variables that can easily affect the research outcomes. Additionally, there is little current research on the financial benefit of TESOL. However, more research studies are being conducted on financial returns to education based on the impact of degree level, institution, and field of study, particularly in developing countries. Few studies have examined the financial outcomes of teacher education broadly. Still, no one has conducted research using a national longitudinal dataset to examine the financial benefits of TESOL presently held in Vietnam.

4.1. Real-life Examples of TESOL Impact

Examining the investment of the Japanese Sakaguchi family in a US-based destination language school illustrates the financial rationale behind teaching English. For the family, a business selling cloth products to North America was critical, thereby necessitating English proficiency. TESOL-trained teaching staff specializing in immersion education provided the family and its children 629 hours of ESL instruction on site. Costs, including transportation and food, exceeded $1.2 million. (Lugano, 2021)

Despite the need for an accompanying spouse, Mr. Sakaguchi's expertise as a structural engineer was not marketable in the U.S. Contextual immersion and language acquisition, utilizing like-natured teachers, native speaker models, and critical mass, were applied. The impact of TESOL on Mr. Sakaguchi and his children, Suzuka, Kazuki, and Ami, was evaluated through parent, student, and teacher retrospective interviews.

The Sakaguchi family's investment in learning English illustrates the financial rationale behind teaching the language. The family, conceived with the goal of securing a high-level education and English fluency, actively invested in TESOL, sending children as infants to a US-based destination language school. Business needs further necessitated TESOL. With a US-based cloth-selling business, Japanese companies rejected Mr. Sakaguchi's proposals without English and U.S.-brokered products. As Japanese models, the Sakaguchi children invested recursively in TESOL through predispositions and needs, beginning with summer and weekend schools, speech contests, and migration. Contextual immersion and language acquisition, applying like-natured teachers, native speaker models, and critical mass, were illustrated through cases of Mr. Sakaguchi and his children toward achieving 640-hour, 629-hour, 315-hour, and 152-hour ESL instruction. (Kobayashi, 2021)

4.2. Key Research Studies on TESOL and Language Acquisition

A slew of research studies have been conducted to gain deeper insight regarding the connection between TESOL and language acquisition in non-native speakers. A couple of the most significant discoveries of those studies will be explored in this section. The investigation focuses on trying to measure the impact of a number of selected variables on the student’s oral English proficiency and how this in turn would affect vocabulary gain and performance in reading and listening for international graduate students. “Three variables were investigated: other-academic success; length of residence in the United States; and attendance in ESL courses. The results of the study indicate that the relationship between the variables and oral proficiency is relatively weak.” On the other hand, the study investigates the role of the elements and features of upper-intermediate or advanced-level ESL pedagogical grammar textbooks which are designed for and used at TESOL centers to facilitate language acquisition in non-native speakers. “Four books were selected and analyzed. The results reveal a dramatic discrepancy in the features included in the books, particularly the content of pedagogical grammar. Based on the findings, ten recommendations are proposed to guide educators in choosing textbooks that better meet their students’ needs.” (Eguchi & Kyle, 2020)(McLean et al., 2020)

The investigation of the impact of selected variables on the English proficiency of ESL students finds that length of residence in the U.S. is the variable that has the most systematic relationship with oral proficiency. Length of residence may affect the student’s vocabulary gain and performance in reading and listening, but the relationships drawn are not strong. Further research is needed to explore the effect of taking the writing course on students’ overall academic success at the university and also to investigate the effectiveness of taking the ESL course in consideration of the semesters, teachers, and individual student characteristics.

The study on the features of ESL pedagogical grammar textbooks in TESOL centers and the implications for those centers, ESL teachers, and textbook writers also renders useful suggestions. Although the study is limited, the emergence of the criteria for examining the features of ESL pedagogical grammar textbooks is promising for further research in this field. The disclosure of what linguistic elements are construed as grammar and the pedagogical approaches taken by authors of ESL grammar textbooks for the consideration of New Generation ESL grammar textbooks proves beneficial for TESOL centers. ESL/EFL teachers, textbook writers, and curriculum developers also stand to benefit from this as it will enable them to develop a more comprehensive understanding of ESL grammar pedagogy. (Chan & Cheuk, 2020)

5. Conclusion and Future Directions

This study has investigated the financial and educational benefits of Teaching English to Speakers of Other Languages (TESOL) on language acquisition in non-native speakers. Findings indicate that TESOL has a positive impact on financial benefits such as banking, traveling, employment, and international business, as well as educational benefits such as reading, writing, speaking, listening, vocabulary, and grammar. Although education has a greater impact than finance on language acquisition, TESOL significantly supplements both finance and education, thereby supporting language acquisition. Overall, this study provides new evidence on the benefits of TESOL in addressing a practical problem. (Scally & Jiang, 2020)

Language is essential for people to communicate with one another, and thousands of languages are spoken in the world. Some languages, such as English, French, and Chinese, are more common between people of various nationalities. As a Global Lingua Franca, English is widely used not only in countries where it is a native language but also in countries where it is not. Business investors and international trade usually require individuals and companies to speak their native language, which creates a demand for English as a global language. Therefore, English language acquisition should be regarded as an area of concern. However, educators tasked with using English as a mode of instruction may fail to meet their target education levels, resulting in non-native academic English acquisition. This presents an issue due to inaccurate language understanding and loss of language control between countries. Teaching English to Speakers of Other Languages (TESOL), as an English educational strategy to facilitate academic understanding, brings both financial and educational benefits.

Education policy-makers require evidence to develop national and international education policies related to the English language, thus addressing the need for research in countries where education regulations related to English remain absent despite its use as a mode of instruction in foreign universities. Nevertheless, very few studies have specifically explored the educational benefit of TESOL on language acquisition in non-native speakers or provided evidence regarding the financial benefit of TESOL on language acquisition. Previous studies investigating the awareness of English teachers regarding the societal benefits of TESOL have shown that TESOL primarily promotes educational development, resulting in scarce financial studies investigating the impact on banking, traveling, employment, and international business. In contrast, this research regards financing problems as equally important to education, relying as a form of evidence to explore the financial and educational distributions of TESOL and its impact on language acquisition in non-native speakers. (Li, 2020)

5.1. Summary of Findings

The research topic delineates the financial, educational, and social gains of Teaching English to Speakers of Other Languages (TESOL) students on language acquisition concerning non-native speakers. The intuitive understanding that English proficiency is crucial for success in academics, career, and life is corroborated by statistical and empirical evidence. However, the pre-existing knowledge of native tongues is often a stumbling block to learning English, in terms of similarity with English syntax, grammar, and phonetics. In this context, TESOL classes are in demand. These classes necessarily comprise working professionals, pilots, engineers, teachers, and army personnel. However, work-oriented benefits converge towards academic, health-oriented, and social productivity. Therefore, the research endorses a fast, efficient, and thorough understanding and grasp of the varied mechanisms offered by the TESOL program.

The research intends to find out how the curriculum of TESOL can benefit a non-native speaker in acquiring the second language. The focus is simply on the programming and classwork component carried out under the guidelines of TESOL. Interviews, surveys, and questionnaires were designed that focus only on the class and components of its tutoring. The research points out that the language acquisition of the non-native speaker is gradually improved in many potential sectors that are generally ignored. Understanding English as a second language is not merely reading and writing; it enriches the insight of using tenacity and ambition in life. There should be a thorough understanding of the curriculum by both sides, questioning the components and their feasible results in the aspirant’s life. Furthermore, situations should be created both in class and out of class so that the learning process is enhanced and applied.

5.2. Implications for Policy and Practice

The implications of research findings related to the financial and educational benefits of TESOL on language acquisition in non-native speakers are many and varied, especially in regard to TESOL policy and practice. There are three recommendations in particular to help maximize the financial and educational benefits of TESOL on language acquisition in non-native speakers. These recommendations are made with an eye on how to maximize student educational benefits financially and otherwise in implementing TESOL programs across contexts.

The first recommendation is for public schools to embrace TESOL as an essential program for financial purposes and other forms of social justice. While the upfront costs of TESOL-related educational programming may seem steep, such costs would arguably be mitigated by the savings on English Language Learner support services, as these services would be unnecessary to some significant degree with a teaching labor force able to effectively teach content through English in the first place. Relatedly, public schools ought to explore funding from both state and local governments to implement broad TESOL instructional programming for financial sustainability. Any changes to pedagogy and practices that better serve the needs of linguistically diverse populations are changes worth advocating for, if only for the sake of seeing that every student is successfully educated through the content and English language.

The second recommendation is for universities to embrace TESOL as an essential teacher education preparation program for educational purposes. Further, TESOL programming would have the added benefit of leveling the playing field for entry-level professionals, as all non-native English speakers without the requisite higher education schooling in English would be similarly disadvantaged. Such preparation would thus benefit both teachers and students alike in working with specific, recognized methodologies characterized by mass exposure to language models and regulated, mediated participation in learning activities. Additionally, on the student side, such methodology would be warranted for social justice reasons, as it would ensure equal access to a human right.

Lastly, the third recommendation is for independent educational organizations to embrace TESOL certification programs for policy purposes. TESOL training, even for professional preparation programs, does not require support to be formally adopted as a necessary qualification to hold a teaching position with a TESOL designated mandate, as states and districts would need for professional preparation programs to have been accredited by any sanctioned and approved organization, even if the preparation program were an online one. On a broader scale, TESOL training programs ought to be independent organizations tasked singularly with the development of coherent state and federal policies regarding broad TESOL programming for both public K-12 and higher education institutions.

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