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.
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]
The League edits 2 revues. Both are quarterly and in CMYK color model.
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 |
|---|---|---|---|
| 2019 | Čačak |  Serbia | Learning in virtual communities |
| 2018 | Madrid |  Spain | The cultural heritage of Esperantoi |
| 2017 | Busan | 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 | 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 | 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 |