Leadership, Inclusion, and Innovation in TESOL: Reflections on My Lifelong Commitment to English Language Education
Yoseph F. Sahle, Ethiopian English Language Association, Addis Ababa, Ethiopia
It is my pleasure and honor to share my language educational leadership experience with fellow TESOLers in this article. Working in this the TESOL field for over 20 years, I consider myself as a devoting member to English language education in Ethiopia and across Africa. I hold a BA in Foreign Languages and Literature, and another BA in Procurement and Supply Chain Management. I earned a Diploma in English Language Teaching (ELT), and an MA degree in Teaching English as a Foreign Language (TEFL). I am currently working on my PhD degree in ELT, and expecting to earn my doctorate by January 2026. My diverse academic background and knowledge have helped build the basis for my educational innovations in ELT.
I am always passionate about empowering language educators through effective communication. Reflecting on my TESOL leadership journey, my role from being a language instructor developed over time, I become a lecturer at Addis Ababa University (AAU), Cambridge curriculum instructor, as well as national and international teacher trainer for diverse teacher groups, including university instructors, secondary school teachers, and educators at institutions, such as Ethiopian Aviation University. These experiences honed my teaching expertise, helped me understand the systemic challenges, and offered me the opportunities for language education reformation.
In the last three years, I have been serving as President of the Ethiopian English Language Professionals’ Association (EELPA), and now I am Chair of the Africa Lake Zone English Language Consortium (ALZELC) with ten member countries, including Burundi, South Sudan, Tanzania, Kenya, Uganda, Rwanda, Democratic Republic of Congo, Djibouti, Zanzibar, and Ethiopia. I have catalyzed both national and continental efforts to advance teacher growth, elevate underrepresented voices, and channel African creativity into worldwide TESOL dialogues. Some other major achievements of mine include founding educational trusts, mastering cutting-edge, certified disciplines from educational technology to strategic leadership through the Mandela Washington Fellowship as well. This rare combination lets me meld.
My rich leadership experience offers me the opportunities to gain a rich understanding of the educational policies and innovative applications into cohesive, high-leverage action in Ethiopia’s ELT. In my experience, leadership is more than administration; it is about driving systemic change, empowering learners and educators, advocating for equity, and ensuring African perspectives lead global conversations in language education. Below are some of my leadership experience. Through my perspective, I hope audience gain an overall understanding of ELT in Ethiopia as well as challenges and opportunities we face.
Pioneering Professional Development in Ethiopia: Leading EELPA
As President of EELPA, I have championed transformative initiatives to elevate professional development and access to quality English language education across Ethiopia. For example, the flagship program, the EELPA Regular Session, operates as a bi-monthly hybrid platform at the American Corner, Saint Mary’s Post Graduate Campus. This initiative unites novice and seasoned educators together for workshops, presentations, and peer-led discussions on innovative teaching methodologies, curriculum design, and inclusive pedagogy. Its self-sustaining model and independent of external funding underscore EELPA’s commitment to resilience and accessibility. Under my leadership, EELPA has transcended its capital-centric origins to become a nationally representative body, establishing active chapters in six regional states and one city administration. Notably, two regional chapters were launched without external funding, exemplifying grassroots dedication. This expansion ensures educators in remote and underserved regions access training, networking, and leadership opportunities, fostering a decentralized, inclusive professional network.
Another landmark achievement that I am very proud is that EELPA successfully hosted its 7th Annual Conference in 2025 in a hybrid format without securing grants - a pioneering pilot initiative driven by the association’s resourcefulness. Originating from the self-funded regional chapters, this milestone highlights EELPA’s capacity to thrive independently, solidifying its reputation as a trailblazer in sustainable professional development.
Financially, EELPA has secured $56,000 in grants and sponsorships from partners including the U.S. Embassy, the Regional English Language Office (RELO), the British Council, and Ethiopia’s Ministry of Education. These funds have bolstered chapter development, teacher training, and international engagement, with EELPA sending two presenters to the Africa ELTA 2024 Conference in Cairo and a historic 12-presenter delegation to Africa ELTA 2025 in Dar es Salaam, Tanzania - the largest Ethiopian contingent ever.
Inclusivity is the cornerstone of EELPA’s mission. Thus, prioritize empowering marginalized groups, notably through the Female Empowerment Section, which I established anded autonomously by female English language teachers, this initiative has delivered its 8th webinar series and is poised to host its 9th, showcasing women’s leadership in ELT. Additionally, EELPA ensures representation for educators with disabilities in leadership roles, conference presentations, and decision-making bodies, cultivating a more equitable and diverse professional community.
Ethiopian Voices at Africa ELTA 2025: A Historic Milestone
Under my leadership and with a joint effort, in June 2025, EELPA achieved a historic milestone by coordinating the participation of 12 Ethiopian presenters at the Africa ELTA International Conference in Dar es Salaam, Tanzania. It marked the largest and most diverse Ethiopian delegation in the organization’s 20-year history. Educators presented research, shared classroom innovations, and showcased context-specific teaching strategies reflective of Ethiopia’s diverse educational landscape. Their sessions sparked cross-border collaboration and elevated the visibility of Ethiopian expertise in TESOL. This success stemmed from deliberate resource mobilization, mentorship of emerging scholars, and partnerships with institutions like RELO and the U.S. Embassy. Such an achievement has inspired EELPA members to see themselves as contributors to the global TESOL community, reinforcing the organization’s role as a catalyst for professional excellence.
Funding, Engagement, and Technology: Overcoming Challenges
Despite its successes, EELPA faces significant challenges as well. A shift in US State Department funding priorities disrupted support from the US Embassy, preventing EELPA from hosting its 7th Annual Conference – a first cancellation since the pandemic. This setback limited opportunities for networking and knowledge exchange. Member engagement also poses a challenge with limited recognition of volunteerism as a collective investment in the profession. This makes it difficult to sustain active committees and grassroots initiatives without overburdening dedicated leaders. Additionally, the digital divide— unreliable internet, lack of devices, and limited ICT training—excludes many rural educators from online webinars and collaborative projects.
To address these challenges, EELPA has adopted adaptive strategies. A hybrid format is being developed for the postponed annual conference, building on the success of the Regular Sessions to reduce costs and increase accessibility. Direct communication via SMS and phone calls has improved engagement in low-connectivity areas. EELPA is also diversifying partnerships with universities, regional education bureaus, and multilateral organizations to reduce dependency on single donors and enhance sustainability.
Purpose, Inclusivity, and Collaboration: Advice for TESOL Leaders
Although facing all these aforementioned challenges, I believe an effective language program should try to succeed without large external budgets. Program leaders should think of building sustainability through commitment, rather than depending on external funds. Taking the success of EELPA’s bi-monthly regular session as an example, it operates on a sustainable, volunteer-driven model, which supports sustainability without external budgets. This approach focuses on sustainable professional development, which values local resources, community expertise, and the long-term commitment of members. By creating a culture where people believe in the mission, we generate a valuable form of capital from our our dedicated community members without external funding.
To talk about inclusivity, it is not just a goal; it is a source of strength, creativity, and legitimacy. EELPA intentionally created spaces for women and teachers with disabilities, making sure they were represented in leadership roles and presentations. This practice reflects the principles of social justice in language education, advocating for challenging inequalities and empowering marginalized voices. By actively building a diverse professional community, leaders can access a wider range of perspectives and experiences, leading to more innovative solutions and a fairer field.
I also believe the importance of empowering local educators by decentralizing leadership. The growth of EELPA with active chapters in different regional states allowed local leaders to take charge of initiatives in their own communities. This approach suggests how leadership roles be shared throughout an organization instead of concentrating at the top. Such a practice not only creates a sense of ownership among all but also increases the impact of an organization by utilizing knowledge and skills of individuals at all levels.
Yoseph F. Sahle is a pivotal African ELT leader, President of the Ethiopian English Language Professionals’ Association (EELPA), Chairperson Africa Lake Zone English Language Consortium (ALZELC), and a PhD candidate in ELT. He is a strategic leader, educator, and interpreter with extensive experience of international collaboration, training, and educational program development. He keeps impacting ELT and TESOL in Ethiopia as a lecturer at Addis Ababa University and leads regional initiatives in partnership with other institutions, the British Council, RELO East Africa, American Embassy, and TESOL International Association. He transcends borders to elevate ELT practice across the continent and global networks.