International League of Esperanto Instructors

Last updated October 28, 2024

The International League of Esperanto-Speaking Teachers (Esperanto : Internacia Ligo de Esperantistaj Instruistoj, ILEI) is a non-governmental organization with the goals of teaching respect for humanity, life and nature and seeking to further mutual understanding among peoples. Advocating the spread of Esperanto language and culture, the NGO publishes books and journals, organizes international conferences and administers examinations worldwide to certify the qualifications of Esperanto teachers.

Specifically, ILEI is a special interest group affiliated with both UNESCO and the Universal Esperanto Association (UEA). It aims to introduce the Esperanto language into schools at all levels; to teach Esperanto across all subject areas and levels; to research and solve pedagogical problems in language education; to publish modern tutorials, magazines, books and pamphlets; to organize international conferences and seminars, etc.; to oversee international exams for certifying individuals' abilities in speaking and teaching Esperanto; to partner with governmental and educational institutions, as well as with other organizations whose goals accord with those of ILEI; and to establish and maintain websites and discussion lists to further these aims.

History

Founded in 1949, the first executive council included Violet C. Nixon, (United Kingdom, president), Einar Dahl (Sweden, secretary-treasurer), Jeanne Dedieu (France) and P. Korte (Netherlands).^[1] Subsequent ILEI presidents have included István Szerdahelyi (1985–1988), Edward Symoens (1988–1991), Stefan MacGill (1991–1993), Duncan Charters (1993–1998), Mauro La Torre (1998–2003), Radojica Petrovic (2003–2009); Stefan MacGill (2009-2013) and Mireille Grosjean (2013-) ^[2]

Revues

The League edits 2 revues. Both are quarterly and in CMYK color model.

Internacia Pedagogia Revuo, international pedagogical revue, is the official organ of the League. This revue has as target audience all teachers, especially language teachers.
Juna Amiko, young friend, is a revue for learners and for children, who grow in Esperanto-speaking families, it means they are native speakers. Native Esperanto speakers (Esperanto: denaskuloj or denaskaj esperantistoj) are people who have acquired Esperanto as one of their native languages. From the age of 8 to 10 they can read this newspaper Juna Amiko and discover countries, persons, songs, games and quizzies.

Conferences

ILEI holds conferences, usually every year, with particular themes devoted to culture, tourism and linguistic festivals;^[3] most conferences have been in Europe, though Cuba, South Korea, Australia, Japan and Benin have also hosted conferences.^[4]

Year	Host city	Host country	Theme^[4]
2019	Čačak	Serbia	Learning in virtual communities
2018	Madrid	Spain	The cultural heritage of Esperantoi
2017	Busan	South Korea	From education to respectful tourism
2016	Nyíregyháza	Hungary	New Ways of Learning
2015	Ostend	Belgium	A great peace after the major wars
2014	Montevideo	Uruguay	Language justice in practice: Latin-American experiences and tendencies
2013	Herzberg-Sieber	Germany	Teaching Esperanto to all generations’’
2012	Kunming	China
2011	Copenhagen	Denmark
2010	Matanzas	Cuba	UNESCO's International Year for the Rapprochement of Cultures
2009	Kraków	Poland	Esperanto pedagogy facing intercultural communication challenges
2008	Porto-Novo	Benin	Esperanto teachers for planet Earth
2007	Ranzan	Japan	Women in Esperanto culture
2006	Parma	Italy	Language rights, language learning, education for all
2005	Kaunas	Lithuania
2004	Bratislava	Slovakia
2003	Örestrand (Höganäs)	Sweden
2002	(No meeting held)
2001	Lovran	Croatia	Strengthening Esperanto instruction and intercultural education
2000	Bouresse	France
1999	Karlovy Vary	Czech Republic	Peace through education
1998	Montpellier	France	Linguistic instruction, a bridge to the world
1997	Lara	Australia	Multiculturalism and language acquisition
1996	Tábor	Czech Republic	Esperanto learning and self-teaching methods
1995	Övik (Porvoo)	Finland	Propaedeutic value of Esperanto
1994	Gangnam-gu	South Korea	Asian contributions to world education and culture
1993	Valencia	Spain	Academic value of Esperanto teaching
1992	Bratislava	Slovakia	Methodus linguarum novissima
1991	Voss	Norway	Tyresö and Rauma — now what?
1990	Santa Clara	Cuba	National norms and the teaching of Esperanto
1989	Caerleon	Wales	Motivation for school teaching of Esperanto
1988	Kerkrade	Netherlands	Traditional and modern methods of Esperanto instruction
1987	Łódź	Poland	Pedagogic, didactic and linguistic policies to Esperanto
1986	Louvain-la-Neuve	Belgium	Peace
1985	Kungälv	Sweden	English, yes; Esperanto, yes; languages as partners
1984	Škofja Loka	Slovenia	Esperanto and foreign-language instruction
1983	Sintra	Portugal	Ethnic minorities and Esperanto
1982	Seiano	Italy	The liberating principle of Esperanto in education
1981	Gödöllő	Hungary	Social and linguistic role of Esperanto for education
1980	Cottonera	Malta	Esperanto as a bridge to international understanding
1979	Locarno	Switzerland	Children and language
1978	Gorizia	Italy	Perspectives on teaching
1977	Luxembourg	Luxembourg	Cultural value of Esperanto
1976	San Marino	San Marino	Not races, but children live in the world

Related Research Articles

Esperanto is the world's most widely spoken constructed international auxiliary language. Created by L. L. Zamenhof in 1887, it is intended to be a universal second language for international communication, or "the international language". Zamenhof first described the language in Dr. Esperanto's International Language, which he published under the pseudonym Doktoro Esperanto. Early adopters of the language liked the name Esperanto and soon used it to describe his language. The word esperanto translates into English as "one who hopes".

Esperantujo or Esperantio is the community of speakers of the Esperanto language and their culture, as well as the places and institutions where the language is used. The term is used "as if it were a country."

L. L. Zamenhof developed Esperanto in the 1870s and '80s. Unua Libro, the first print discussion of the language, appeared in 1887. The number of Esperanto speakers have increased gradually since then, without much support from governments and international organizations. Its use has, in some instances, been outlawed or otherwise suppressed.

Esperanto culture refers to the shared cultural experience of the Esperantujo, or Esperanto-speaking community. Despite being a constructed language, Esperanto has a history dating back to the late 19th century, and shared socio-cultural norms have developed among its speakers. Some of these can be traced back to the initial ideas of the language's creator, Ludwig Zamenhof, including the theory that a global second language would foster international communication. Others have developed over time, as the language has allowed different national and linguistic cultures to blend together. Some Esperanto speakers have also researched the language's ideologies.

The World Esperanto Youth Organization is an organization dedicated to supporting young Esperanto speakers around the world and promote the use of Esperanto. TEJO was founded in 1938 as the Tutmonda Junular-Organizo and took its current name in 1952. In 1956, TEJO became the youth section of the Universal Esperanto Association (UEA). In 1971, the finances and administration of TEJO were fully integrated into those of UEA.

The Universal Esperanto Association, also known as the World Esperanto Association, is the largest international organization of Esperanto speakers, with 5,501 individual members in 121 countries and 9,215 through national associations in 214 countries. In addition to individual members, 70 national Esperanto organizations are affiliated with UEA. Its current president is Prof. Duncan Charters. The magazine Esperanto is the main publication to inform UEA members about everything happening in the Esperanto community.

Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.

The Skolta Esperanto Ligo (SEL) brings together Esperanto-speaking Scouts from all over the world.

<span class="mw-page-title-main">Nikolai Vladimirovich Nekrasov</span> Esperanto writer and critic

Nikolai Vladimirovich Nekrasov was a Soviet Esperanto writer, translator, and critic.

Boris Grigorevich Kolker is a language teacher, translator and advocate of the international language Esperanto. He was until 1993 a Soviet and Russian citizen and since then has been a resident and citizen of the United States residing in Cleveland, Ohio. In 1985 he was awarded a Ph.D. in linguistics from the Institute of Linguistics of the Academy of Sciences of the USSR in Moscow.

Einar Dahl was a Swedish social democratic politician, temperance man, Esperantist and author.

The International League of Esperantist Radio Amateurs was founded in 1970. It occasionally organizes radio programs in Esperanto and has in the past published the ILERA bulletin.

The World Esperantist Vegetarian Association is a voluntary association of Esperanto-speaking vegetarians. Founded in 1908, the group's working language is Esperanto, and it is the oldest international organization of vegetarians that is currently active. TEVA published a journal, Vegetarano ("Vegetarian") from 1914 to 1932, revived in 2009 as Esperantista Vegetarano, and has also operated a spirited Internet mailing list through Yahoo! Groups since 2005.

Andreo Cseh was a Hungarian-Dutch Roman Catholic priest and Esperantist known for inventing the Cseh method of Esperanto instruction.

<span class="mw-page-title-main">Esperanto workers movement</span> Social movement which aimed to use Esperanto to develop and liberate the working class

The Esperanto workers movement has the goal of taking practical advantage of the international language Esperanto for advancing the goals of the labour movement, especially the fight against unrestrained capitalism. It is not only a political movement in the strict sense but also a cultural and educational one. Currently the principal Esperanto associations active in the Esperanto workers movement at the global level are the Sennacieca Asocio Tutmonda and the Internacia Komunista Esperantista Kolektivo, and in a wider sense, the Monda Asembleo Socia.

The following outline is provided as an overview of and topical guide to Esperanto:

Marcelle Tiard was a French Esperantist.

<span class="mw-page-title-main">Abram Kofman</span> Russian Esperanto poet (1865-1940)

Abram Antoni Kofman, also known as Abraham S. Kofman, was a Russian-Jewish accountant, and poet and translator in several constructed languages. From Odesa, Russian Empire, Kofman learned Esperanto in 1889 and was an early supporter of the language's adoption. He was one of the first Russian Jews to write poetry in Esperanto and has been described by several as a "pioneer". His work appeared in several Esperanto-language magazines and early anthologies, including the Fundamenta Krestomatio. He was the translator of several sections of the Hebrew Bible in both Esperanto and its daughter language, Ido. He was the first Ancient Greek–Esperanto translator, producing a rendition of parts of the Iliad starting in 1895.

References

↑ Internacia Ligo de Esperantistaj Instruistoj stariĝis in La Juna Vivo, September 1949 Archived 2007-09-27 at the Wayback Machine , page 355.
↑ ILEI Estraro. 2018-2021.
↑ ILEI conferences (eo)
1 2 Conferences 1976-2008 (eo)

External links

Official website of ILEI
Edukado.net - For teachers and students of Esperanto
lernu! - multilingual site for learning Esperanto

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[1] Internacia Ligo de Esperantistaj Instruistoj stariĝis in La Juna Vivo, September 1949 Archived 2007-09-27 at the Wayback Machine , page 355.

[2] ILEI Estraro. 2018-2021.

[3] ILEI conferences (eo)

[conf-4] 1 2 Conferences 1976-2008 (eo)

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