The CATESOL Journal

This article focuses on the current state of the ESL profession for teachers in Intensive English Programs (IEPs). Because the IEP context may be unfamiliar to some readers, the author first gives an overview of the characteristics and goals of these types of programs. Second, an examination of how administrators and programs are striving to ensure the integrity of language instruction in this setting is presented. Finally, the results of an online survey of more than 100 ESL professionals are shared. While many respondents expressed frustration with their current situation, one institution’s efforts to promote equity for IEP teachers offers a model to other programs.