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Welcome to the Australian Council of TESOL Associations website. We seek to advocate for and enhance the profile of the TESOL profession in Australia through a wide range of activities in local, regional, national and international contexts. If you are currently a member of your state or territory TESOL professional association, membership with ACTA is automatically included together with a copy of our journal TESOL in Context . If you are not a member of an Australian state or territory TESOL organisation, you might like to browse our site to see what it is that we do and then contact your state association to join.


ACTA Conference 2016

Diversity: Exchanging Ways of Being

Perth, Western Australia


Melbourne September 30 - October 3, 2014


ACTA President Adriano Truscott opens Day 2 of the conference

ACTA 2014

Delegates at #ACTA2014

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ACTA Conferences

The ACTA International TESOL conference is held every 2 years and hosted by a State or Territory TESOL association.

In 2016 it will be hosted by WATESOL in Perth April 7-10.

Visit our conference pages to find out about past conferences.


Membership of ACTA is through your local state or territory TESOL association.Find out more about the benefits of  Membership.

ACTA Awards

ACTA and ALAA (the Applied Linguistics Association of Australia) jointly manage the Penny McKay Award for Promising Doctoral Research in School-Based Language Development, Curriculum and Assessment. To read more about applying for the award and download a donation form please click here.


ACTA 2014 State of EAL/D Schools Report now available (November 2014)

After collecting responses from over 200 members across the country, and analysing over 1000 comments, ACTA is proud to release the preliminary draft report on the ACTA 2014 State of EAL/D survey. This report reflects current experiences and challenges faced by EAL/D teachers through anonymous quotes, accompanied by respective sector and jurisdiction, and comments on apparent trends. The writers have strived to remain objective, quoting in context and covering all jurisdictions. To read more

Language, Literacy and Numeracy Practitioner Scholarships Programme- Applications due 12 November 2014

Up to 50 scholarships are available in Round Five for individuals interested in undertaking an approved course in adult LLN, in 2015. Go to the website to find out more

National Foundation Skills for Adults Practitioner Survey

Who is delivering Foundation Skills?

If you teach or help people develop their English language, literacy, numeracy or employability skills please complete a short survey

To read more about the survey, see our Adult EAL news and issues page.

Penny McKay Memorial Award 2014 Winners

The Australian Council of TESOL Associations (ACTA) and the Applied Linguistics Association of Australia (ALAA) are delighted to announce the winners of the 2014 Penny McKay Memorial Award for Best Thesis in Language Education. Their Executive Committees have accepted the Selection Committee's recommendation that there be two recipients of the inaugural award due to the outstanding quality of both submissions.

The 2014 winners are Susan Creagh and Julia Rothwell. To read more..

ACTA EAL/D Teacher Standards - updated Elaboration draft and Feedback Survey now available

ACTA has recently been developing an Elaboration of the Australian Professional Standards for Teachers (APST) for teachers working with EAL/D learners. An updated draft (July 2014) of the EAL/D Standards Elaboration is now available, in summary and expanded versions. We also ask you to provide feedback on the EAL/D Standards Elaboration in terms of its content and usefulness - see links to documents and the survey on the National Professional Standards for Teachers page.


Members of affiliated state and territory TESOL associations receive the ACTA journal TESOL in Context as part of their membership and do not need to subscribe.

TESOL In Context - latest issue

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Issue 24 Number 1, June 2014

The broad range of topics discussed within this issue of TESOL in Context highlights the different layers of understandings which frame the work of English language teachers. This journal issue concerns the pivotal and broader question 'How do we define the best pedagogy for diverse students in the very different contexts in which we work in Australia and world-wide'? Our response to the question brings to the fore the complex interconnections which exist within and between notions of language, identity and context. This issue contains papers by Xuan Pham, Byanjana, Sharma and Karen Slikas Barber.

Book reviews in this issue include English-Medium Instruction at Universities and Principles and Practices of Teaching English as an International Language.