ABSTRACT
This chapter presents a study of three English Language Teachers Associations (LTAs) in Bangladesh, Pakistan, and Nepal located in South Asia. The LTAs converge on socio-economic, political, and cultural affinities but diverge along other parameters. The study recognises differences in their contexts and their compositions and reviews the products and services offered to their stakeholders. It also considers how diverse factors impact on the robustness and vitality of these products and services and highlights ways in which the associations address challenges and move forward. In terms of future directions, it is argued that the LTAs have a significant role to play today. Bearing in mind the UN's Sustainable Development Goal 4 “to ensure inclusive and quality education for all and promote lifelong learning” and the 2018 UN international Task Force on teachers and education which estimates that 69 million teachers will be needed by 2030, the LTAs are strong contenders to be additional resources to the state in tackling the enormous task of teacher development. To grow into dynamic and effective entities, the LTAs need to develop a shared vision and foster criticality and collaboration.
