Mystery solved: Who are TESOL faculty at US universities?
-
Elena Andrei
and
Karmel Abutaleb
Abstract
It is important for college students and future TESOL teachers to see someone like them among their instructors and mentors. Diverse future teachers who are trained in TESOL might be attracted to the profession based on who their teacher educators are in terms of gender, multilingualism, international studies, and/or work experience. The question for this study is: Who are TESOL (teaching English to speakers of other languages) faculty at US universities? Data on faculty who are specialists and in charge of TESOL programs was collected from publicly available university websites, specifically from 209 higher education institutions from a random sample of 34 US states. The data collected includes 511 TESOL faculty. Descriptive statistics paint a portrait of who TESOL faculty in the US are.
Funding source: Cleveland State University
Acknowledgements
This project was funded by a grant from Cleveland State University for Undergraduate Student Research Award.
TESOL Counts and Percentages
The Random Sample’s TESOL Collected Counts and Percentages per State
| ID | State | Universities | Percent | NC | ||||
|---|---|---|---|---|---|---|---|---|
| All | All – S | C |
|
|
|
|||
| 1 | Kentucky | 70 | 42 | 31 | 31/42 = 73.81% | 10/31 = 32.26% | 13/31 = 41.94% | 11 |
| 2 | Ohio | 98 | 60 | 27 | 27/60 = 45% | 10/27 = 37.04% | 20/27 = 74.07% | 33 |
| 3 | New Hampshire | 42 | 17 | 17 | 17/17 = 100% | 4/17 = 23.53% | 8/17 = 47.06% | 0 |
| 4 | Missouri | 71 | 47 | 33 | 33/47 = 70.21% | 10/33 = 30.30% | 18/33 = 54.55% | 14 |
| 5 | Louisiana | 58 | 30 | 30 | 30/30 = 100% | 4/30 = 13.33% | 4/30 = 13.33% | 0 |
| 6 | Pennsylvania | 183 | 103 | 37 | 37/103 = 35.92% | 10/37 = 27.03% | 21/37 = 57.76% | 80 |
| 7 | Nevada | 26 | 15 | 15 | 15/15 = 100% | 4/15 = 24.67% | 5/15 = 3333% | 0 |
| 8 | North Dakota | 24 | 17 | 17 | 17/17 = 100% | 2/17 = 11.76% | 3/17 = 17.65% | 0 |
| 9 | Iowa | 57 | 28 | 28 | 28/28 = 100% | 9/28 = 32.14% | 14/28 = 50.00% | 0 |
| 10 | Connecticut | 38 | 21 | 21 | 21/21 = 100% | 5/21 = 23.81% | 8/21 = 38.10% | 0 |
| 11 | New Mexico | 28 | 13 | 13 | 13/13 = 100% | 5/13 = 38.46% | 10/13 = 76.92% | 0 |
| 12 | Wyoming | 11 | 2 | 2 | 2/2 = 100% | 0/2 = 0.00% | 0/2 = 0.00% | 0 |
| 13 | West Virginia | 44 | 20 | 20 | 20/20 = 100% | 3/20 = 15.00% | 4/20 = 20.00% | 0 |
| 14 | Alaska | 18 | 7 | 7 | 7/7 = 100% | 0/7 = 0.00% | 0/7 = 0.00% | 0 |
| 15 | New Jersey | 50 | 45 | 45 | 45/45 = 100% | 8/45 = 17.78% | 8/45 = 17.78% | 0 |
| 16 | Arizona | 104 | 34 | 34 | 34/34 = 100% | 5/34 = 14.71% | 22/34 = 64.71% | 0 |
| 17 | Utah | 49 | 31 | 31 | 31/31 = 100% | 6/31 = 19.35% | 7/31 = 22.58% | 0 |
| 18 | Nebraska | 45 | 23 | 23 | 23/23 = 100% | 7/23 = 30.43% | 8/23 = 34.78% | 0 |
| 19 | Washington | 124 | 46 | 46 | 46/46 = 100% | 10/46 = 21.74% | 24/46 = 52.17% | 0 |
| 20 | Minnesota | 113 | 44 | 38 | 38/44 = 6.36% | 10/38 = 26.32% | 22/38 = 57.89% | 6 |
| 21 | Arkansas | 59 | 22 | 22 | 22/22 = 100% | 6/22 = 27.27% | 12/22 = 54.55% | 0 |
| 22 | Maine | 35 | 22 | 22 | 22/22 = 100% | 3/22 = 13.64% | 10/22 = 45.45% | 0 |
| 23 | Florida | 146 | 76 | 41 | 76/41 = 53.95% | 10/41 = 24.39% | 30/41 = 73.17% | 35 |
| 24 | South Carolina | 73 | 31 | 31 | 31/31 = 100% | 6/31 = 19.35% | 18/31 = 58.06% | 0 |
| 25 | Delaware | 11 | 4 | 4 | 4/4 = 100% | 3/4 = 75.00% | 11/4 = 275.0% | 0 |
| 26 | Michigan | 89 | 45 | 24 | 24/45 = 53.33% | 10/24 = 41.67% | 34/24 = 141.7% | 21 |
| 27 | Indiana | 64 | 44 | 18 | 18/44 = 40.91% | 10/18 = 55.56% | 24/18 = 133.3% | 26 |
| 28 | Idaho | 15 | 10 | 10 | 10/10 = 100% | 5/10 = 50% | 12/10 = 120% | 0 |
| 29 | Oklahoma | 52 | 28 | 28 | 28/28 = 100% | 5/28 = 17.86% | 19/28 = 67.86% | 0 |
| 30 | Montana | 27 | 15 | 15 | 15/15 = 100% | 2/15 = 13.33% | 3/15 = 20% | 0 |
| 31 | Rhode Island | 12 | 9 | 9 | 9/9 = 100% | 4/9 = 44.55% | 13/9 = 144.4% | 0 |
| 32 | North Carolina | 134 | 113 | 51 | 51/113 = 45.13% | 10/51 = 19.61% | 17/51 = 33.33% | 62 |
| 33 | Vermont | 27 | 14 | 14 | 14/14 = 100% | 4/14 = 28.57% | 77/14 = 550.0% | 0 |
| 34 | Colorado | 75 | 70 | 70 | 70/70 = 100% | 8/70 = 11.43% | 12/70 = 17.14% | 0 |
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Note.ID stands for state identification number.
All stands for all universities.
All – S stands for all universities excluding special-focus.
C stands for checked universities.
T stands for universities with TESOL programs.
TF stands for TESOL faculty.
NC stands for the universities that did not get checked out for TESOL program.
Categories/Variables and Levels per Category Descriptions
| Category (number of levels per category) | Levels per category | Levels description |
|---|---|---|
| State ID (34 Levels) | A random clusters’ sample of 34 US states | Every unique State ID represents a different state |
| University ID (209 Levels) | Systematic sampling of 209 higher education institutions | Every unique University ID represents a different university |
| Current Work University Type (2 Levels) | Private | Privately owned higher institution |
| Public | Publicly owned higher institution | |
| College/Department (10 Levels) | Arts & … | Colleges/Departments that offer TESOL programs such as College of Arts and Sciences |
| Education | Colleges/Departments that offer TESOL programs such as College of Education | |
| Education & … | Colleges/Departments that offer TESOL programs such as College of Arts, Letters, and Education | |
| English | Colleges/Departments that offer TESOL programs such as English Department | |
| Graduate | Colleges/Departments that offer TESOL programs such as Graduate Programs | |
| Humanities | Colleges/Departments that offer TESOL programs such as College of Humanities | |
| Humanities & … | Colleges/Departments that offer TESOL programs such as College of Humanities and Fine Arts | |
| Languages | Colleges/Departments that offer TESOL programs such as department of Languages, Linguistics, Literatures, and Cultures | |
| Other | Other Colleges/Departments that offer TESOL programs | |
| TESOL | Colleges/Departments that offer TESOL programs such as TESOL Professional Development Programs | |
| Program Level (13 Different Combinations) | B. | Baccalaureate |
| B. & P.B. | Baccalaureate and Post-Baccalaureate | |
| G. | Graduate | |
| G. & B. | Graduate and Baccalaureate | |
| G. & B. & P.B. | Graduate, Baccalaureate, and Post-Baccalaureate | |
| G. & P.B. | Graduate and Post-Baccalaureate | |
| P.B. | Post-Baccalaureate | |
| U. | Undergraduate | |
| U. & B. | Undergraduate and Baccalaureate | |
| U. & G. | Undergraduate and Graduate | |
| U. & G. & P.B. | Undergraduate, Graduate, & Post-Baccalaureate | |
| U. & P.B. | Undergraduate and Post-Baccalaureate | |
| Un. | Unspecified | |
| Faculty Position (14 Levels) | Adv. | Advisor |
| Assis. Prof. | Assistant Professor | |
| Assis. Prof. & D. | Assistant Professor & Program Coordinator/Director | |
| C, D, or H | Chair, Dean, or Head | |
| Cert. Officer | Certification Officer | |
| D. | Program Coordinator/Director | |
| Fac. | TESOL Faculty | |
| Inst. | Instructor | |
| Inst. & D. | Instructor & Program Coordinator/Director | |
| Prof. | Professor | |
| Prof. & Chair | Professor & Chair | |
| Prof. & D. | Professor & Program Coordinator/Director | |
| Train. | TESOL Certificate Trainer | |
| Un. | Unspecified | |
| Gender (3 Levels) | Female | A female TESOL Faculty |
| Male | A male TESOL faculty | |
| Unspecified | Unspecified gender TESOL faculty | |
| TESOL Faculty Undergraduate Degrees (4 Levels) | Domestic | TESOL faculty only has U.S. undergraduate degree(s) |
| International | TESOL faculty only has non-U.S. undergraduate degree(s) | |
| International & Domestic | TESOL faculty has non-U.S. and U.S. undergraduate degree(s) | |
| Unspecified | TESOL faculty does not state where the undergraduate degree(s) was/were obtained from | |
| TESOL Faculty Master’s Degrees (4 Levels) | Domestic | TESOL faculty only has U.S. master’s degree(s) |
| International | TESOL faculty only has non-U.S. master’s degree(s) | |
| International & Domestic | TESOL faculty has non-U.S. and U.S. master’s degree(s) | |
| Unspecified | TESOL faculty does not state where the master’s degree(s) was/were obtained from | |
| TESOL Faculty Doctoral Degrees (4 Levels) | Domestic | TESOL faculty only has U.S. doctoral degree(s) |
| International | TESOL faculty only has non-U.S. doctoral degree(s) | |
| International & Domestic | TESOL faculty has non-U.S. and U.S. doctoral degree(s) | |
| Unspecified | TESOL faculty does not state where the doctoral degree(s) was/were obtained from | |
| Faculty TESOL Education (9 Levels) | B.E.L.F.S | Faculty TESOL education includes one or more of: SLA, Linguistics, Applied Linguistics, Bilingual, Foreign Language, Language and Literacy, English |
| E.T | Faculty TESOL education includes one or more of: ELT, ENL, ESL, EFL, ESOL, ELAD, TENL, TESL, TEFL, TEFLA | |
| E.T & B.E.L.F.S | Faculty TESOL education includes a combination of E.T level & B.E.L.F.S level | |
| T.C.D | Faculty TESOL education includes one or more of: TESOL, CELTA, DELTA, Delta | |
| T.C.D & B.E.L.F.S | Faculty TESOL education includes a combination of T.C.D level & B.E.L.F.S level | |
| T.C.D & E.T | Faculty TESOL education includes a combination of T.C.D level & E.T level | |
| T.C.D, E.T, & B.E.L.F.S | Faculty TESOL education includes a combination of T.C.D level, E.T level, & B.E.L.F.S level | |
| T.C.D, E.T, &o B.E.L.F.S | Faculty teaches one or more of T.C.D level, E.T level, &/or B.E.L.F.S level | |
| Un. | Faculty TESOL education is unknown | |
| Bilingual (3 Levels) | No | TESOL faculty is not bilingual |
| Unspecified | It is unspecified whether TESOL is bilingual or not | |
| Yes | TESOL faculty is bilingual | |
| Multilingual (3 Levels) | No | TESOL faculty is not multilingual |
| Unspecified | It is unspecified whether TESOL is multilingual or not | |
| Yes | TESOL faculty is multilingual | |
| Spoken Languages (56 Levels) | 56 different combinations of spoken languages | Unique combinations of TESOL faculty spoken languages |
| Working Experience (2 Levels) | Domestic &/or Unspecified | TESOL faculty working experience is in U.S.A. &/or unspecified |
| International & Domestic | TESOL faculty working experience is outside and within U.S.A. | |
| International Work Country/Countries (120 Levels) | 118 different combinations | Unique combinations of TESOL faculty International Work Countries |
| N/A | TESOL faculty members did not state that they work, have worked, nor are working outside U.S.A. | |
| Unspecified | TESOL faculty members stated that they work, have worked, and/or are working outside U.S.A., but did not name the other countries | |
| Current Work Country (15 Levels) | 14 different countries | TESOL faculty current work country |
| U/D | TESOL Faculty member did not specify current work country outside U.S.A or is currently working within U.S.A. |
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Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: fraudulent multiculturalism as an anti-multicultural phenomenon
- Research Articles
- Culturally responsive literacy instruction: How is it reflected in the literature?
- Japanese adapted physical education graduate students’ learning about master’s research thesis projects
- Mystery solved: Who are TESOL faculty at US universities?
- Promoting positive teacher-student relationships through creating a plan for Classroom Management On-boarding
- Culturally responsive teaching knowledge and practices of online faculty in educational administration: a pilot study
- Deconstructing neoliberalism through critical reflection, participatory and emancipatory action research in second language learning and teaching
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Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: fraudulent multiculturalism as an anti-multicultural phenomenon
- Research Articles
- Culturally responsive literacy instruction: How is it reflected in the literature?
- Japanese adapted physical education graduate students’ learning about master’s research thesis projects
- Mystery solved: Who are TESOL faculty at US universities?
- Promoting positive teacher-student relationships through creating a plan for Classroom Management On-boarding
- Culturally responsive teaching knowledge and practices of online faculty in educational administration: a pilot study
- Deconstructing neoliberalism through critical reflection, participatory and emancipatory action research in second language learning and teaching
- Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education
