A Successful Story of a TESOL Professional as a Program Administrator: Insights Shared via an Interview

Elsie E. Paredes, Virginia Polytechnic Institute and State University, Virginia, USA

Program Administration requires a set of professional expertise coupled with program administrators’ vision and level of accomplishment. In this interview, PAIS is delighted to share a meaningful professional journey of Dr. Elsie E. Paredes’s, a dedicated language educator and program administrator. Through this interview, readers are able to learn how one administrator navigates the journey from initially as an EFL/ESL teacher to overseeing a language program that blend academic excellence with community engagement. The interview will also explore how program administrators cater program policies, strategies, and partnerships to successful program implementations. In this interview, Dr. Paredes also reveals challenges including policy shifts, funding constraints, and evolving demands in the area and practical strategies to overcome them. Whether the reader is a new program administrator or seasoned leader, the perspectives shared in the conversation provide inspiration and guidance for steering TESOL programs toward lasting impact. PAIS is grateful to have Dr. Elsie E. Paredes for her insights based on her rich professional and program administration experience.

Q1: Can you share your journey to becoming an English program administrator?

My passion for language teaching began in my home country of Peru, where I taught English as a foreign language and served as assistant director at the English Center of a private university. Several years after that, I moved to the U.S. as an international student to pursue a master’s degree in TESOL and a doctorate in adult education and human resource development at Florida International University.

While in Florida, I spent several years teaching ESL at a community college and in a university-based Intensive English Program. Those experiences in the classroom, combined with my own journey as an English language learner, shaped my perspective on what students need to succeed.

After completing my doctorate, I felt strongly that I could make a greater impact in a leadership role, where I could help foster an environment for language learners and faculty to thrive. In 2011, I joined the Virginia Tech Language and Culture Institute (LCI) as associate director, where I oversaw the Intensive English Program and the AdvantageVT pathway program for 13 years. As an associate director, I also led capacity-building initiatives abroad, including faculty training in Iraq’s Kurdistan region and Tanzania, and program evaluations in Saudi Arabia and Tanzania.

In 2024, I became the director of the LCI. It has truly been an honor to lead such a passionate, creative, and empathetic team dedicated to serving our international students and supporting their dreams.

Q2: Could you provide an overview of the program(s) you currently oversee?

The LCI offers three main programs: the Intensive English Program, the AdvantageVT undergraduate pathway program, and the AdvantageVT Master’s pathway program. All three offer intensive academic skills training and English for academic purposes. Each program includes one-, two-, and three-semester tracks. The LCI uses language proficiency test scores, such as TOEFL or IELTS, to determine which track is the best fit for the student.

While completing an AdvantageVT or AdvantageVT Master’s pathway, students may begin taking credit-bearing classes in their intended field of study, even though they haven’t yet been fully admitted to Virginia Tech. Students in these programs have been accepted to Virginia Tech with conditional admission and will matriculate to the university upon completion of their LCI program.

Our goal is to prepare students for the academic rigor of a top-ranked American university, such as Virginia Tech, while also supporting their English language development. We also focus on helping students succeed socially and culturally, so they can thrive both inside and outside the classroom.

Q3: Will you share a recent success story or notable achievement from your program?

Each student’s story is worth celebrating. Recently, we worked with a group of Afghan refugees who arrived with very little or no English proficiency. After completing our Intensive English Program for three semesters, they are now pursuing degrees at a community college or working in the local community.

Another example is a student from Mongolia who met most of Virginia Tech’s rigorous graduate admission requirements but needed stronger English skills. She enrolled in our AdvantageVT master’s pathway program, earned her master’s degree, and is now pursuing a Ph.D. in civil and environmental engineering. Her husband has since joined our spouse program to improve his English. The spouse program offers LCI courses at a reduced cost to spouses of Virginia Tech employees, faculty, students, visiting scholars, and researchers.

These stories, and many others, remind us why we do this work. The success of our students is possible because of our exceptional faculty, who bring passion and dedication to their teaching every day.

Q4: What are some significant challenges your program is currently facing and how are you addressing or navigating these challenges?

Like many institutions, we face decreased enrollment and budget constraints. Global political tensions, economic factors, visa restrictions, and the lingering effects of the pandemic have caused many students to defer or cancel their plans to study in the U.S. These challenges create uncertainty and anxiety – for students, parents, and institutions alike.

As a leader, I believe it is critical to respond with transparency, trust, and innovation. When students and families feel valued and supported, it helps us overcome many of these external challenges.

We are focusing on diversifying recruitment by targeting emerging markets and exploring alternative programming options, such as summer camps for prospective students or professionals. Strengthening relationships with international partners and continuing robust marketing efforts are also key priorities.

Equally important is providing a welcoming, supportive environment. Our programs don’t just prepare students for academic success – we help them adapt socially and culturally. We also extend language and academic support to international faculty members, graduate students, and spouses within the Virginia Tech community.

Finally, we remain committed to supporting our faculty. They are the backbone of our programs, and their success ensures our students’ success.

Q5: What advice would you offer to other language program administrators in your experience?

From my experience, I have found that challenging times create opportunities for professional and personal growth and help us build resilience. Take good care of yourself and those around you. Find safe places to share experiences and feelings. Professional networks such as TESOL, NAFSA, UCIEP, and EnglishUSA are invaluable for building community, advocating for our field, and supporting one another in challenging times like these.

Within your own institution, foster connection and teamwork. I often remind my faculty and staff that our strength lies in how we rise to meet challenges together. Creating a positive and collegial environment builds trust and morale – and that becomes especially important when times are challenging.

Q6: You recently became the President of University and College English Language Programs (UCIEP). What is your role in and vision for the organization?

I am honored to serve as the president of this prestigious professional organization. UCIEP is an independent consortium of university and college-administered English language programs in the United States. It promotes the highest professional standards through collegial engagement, applied research, advocacy, and leadership development.

In my role, I work closely with the board to ensure the organization fulfills its mission and supports its members. I also serve as liaison to other professional organizations alongside the past president and vice president.

Our field faces significant challenges that create uncertainty for many programs. My goal is to ensure UCIEP continues to be a strong professional community where members share knowledge, strategies, best practices, and advocacy efforts. We will also collaborate with partners such as NAFSA, TESOL, and EnglishUSA to advocate for international education in the U.S. Together, we can meet these challenges.

Elsie E. Paredes is the director of the Language and Culture Institute at Virginia Tech, where she leads university preparation programs for international students. With over 35 years in the field of language teaching and international education, she has extensive experience in teaching English as a second language, faculty training, and program administration in both Peru and the US. Throughout her career, Dr. Paredes has been involved in numerous international capacity-building projects, including program needs assessment and evaluation in Saudi Arabia and Tanzania as well as an English teacher training program for the Iraqi Kurdistan Rural University Partnership Program. She is the current president of UCIEP, a consortium of university and college-administered language programs in the US.