English as a second or foreign language
English as a second or foreign language refers to the use of English by individuals whose native language is different, commonly among students learning to speak and write English. Variably known as English as a foreign language, English as a second language, English for speakers of other languages, English as an additional language, or English as a new language, these terms denote the study of English in environments where it is not the dominant language. Programs such as ESL are designed as academic courses to instruct non-native speakers in English proficiency, encompassing both learning in English-speaking nations and abroad.
Teaching methodologies include teaching English as a foreign language in non-English-speaking countries, teaching English as a second language in English-speaking nations, and teaching English to speakers of other languages worldwide. These terms, while distinct in scope, are often used interchangeably, reflecting the global spread and diversity of English language education. Critically, recent developments in terminology, such as English-language learner and English Learners, emphasize the cultural and linguistic diversity of students, promoting inclusive educational practices across different contexts.
Methods for teaching English encompass a broad spectrum, from traditional classroom settings to innovative self-directed study programs, integrating approaches that enhance language acquisition and cultural understanding. The efficacy of these methods hinges on adapting teaching strategies to students' proficiency levels and contextual needs, ensuring comprehensive language learning in today's interconnected world.
Definition and purposes
The aspect in which EFL is taught is referred to as teaching English as a foreign language, teaching English as a second language or teaching English to speakers of other languages. Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used in the United Kingdom and TESL or TESOL in the United States.Usage
The term "ESL" has been seen by some to indicate that English would be of subordinate importance; for example, where English is used as a lingua franca in a multilingual country. The term can be a misnomer for some students who have learned several languages before learning English. The terms "English language learners", and, more recently, "English learners", have been used instead, and the students' native languages and cultures are considered important.Educational approach
Methods of learning English are highly variable, depending on the student's level of English proficiency and the manner and setting in which they are taught, which can range from required classes in school to self-directed study at home, or a blended combination of both. Teaching technique plays an important role in the performance of English language acquisition as a foreign language. In some programs, educational materials are provided in a mixture of English, and the student's native language. In other programs, educational materials are always in English, but the vocabulary, grammar, and context clues may be modified to be more easily understood by students with varying levels of comprehension. Adapting comprehension, insight-oriented repetitions, and recasts are some of the methods used in training. However, without proper cultural immersion the associated language habits and reference points of the host country are not completely transferred through these programs. Mark Hancock argues that in many second language learning environments, students naturally engage in language "layering", which is blending their native language and English to navigate meaning and to express complex ideas. This study suggests how code-switching can serve as a communicative resource rather than an obstacle to learning. The major engines that influence the language are the United States and the United Kingdom and they both have assimilated the language differently so they differ in expressions and usage. This is found to a great extent primarily in pronunciation and vocabulary. Variants of the English language also exist in both of these countries.Recent research in second language acquisition emphasizes that the effectiveness of English language education depends not only on exposure, but also on how instruction is structured and delivered. According to Shawn Loewen, English instruction in classrooms is most successful when it incorporates a balance of communicative activities and attention to grammar and form. His work highlights the role of input, interaction, and output which consist of what learners hear or read, speaking and listening to others and learners' own use of English.
Influence
The English language has a great reach and influence, and English is taught all over the world. In countries where English is not usually a native language, there are two distinct models for teaching English: educational programs for students who want to move to English-speaking countries, and other programs for students who do not intend to move but who want to understand English content for the purposes of education, entertainment, employment or conducting international business. The differences between these two models of English language education have grown larger over time, and teachers focusing on each model have used different terminology, received different training, and formed separate professional associations. English is also taught as a second language for recent immigrants to English-speaking countries, which faces separate challenges because the students in one class may speak many different native languages. Code-switching serves a linguistic strategy to navigate between languages but it cannot fully resolve the deeper cultural pressures those immigrants face.Terminology and types
The many acronyms and abbreviations used in the field of English teaching and learning may be confusing and the following technical definitions may have their currency contested upon various grounds. The precise usage, including the different use of the terms ESL and ESOL in different countries, is described below. These terms are most commonly used in relation to teaching and learning English as a second language, but they may also be used in relation to demographic information.English language teaching is a widely used teacher-centered term, as in the English language teaching divisions of large publishing houses, or ELT training. Teaching English as a second language, teaching English to speakers of other languages, and teaching English as a foreign language are also used.
Other terms used in this field include English as an international language, English as a lingua franca, English for special purposes and English for specific purposes, and English for academic purposes. Those who are learning English are often referred to as English language learners. The learners of the English language are of two main groups. The first group includes the learners learning English as their second language i.e. the second language of their country and the second group includes those who learn English as a totally foreign language i.e. a language that is not spoken in any part of their country.
English outside English-speaking countries
EFL, English as a foreign language, indicates the teaching of English in a non–English-speaking region. The study can occur either in the student's home country, as part of the normal school curriculum or otherwise, or, for the more privileged minority, in an anglophone country that they visit as a sort of educational tourist, particularly immediately before or after graduating from university. TEFL is the teaching of English as a foreign language; note that this sort of instruction can take place in any country, English-speaking or not. Typically, EFL is learned either to pass exams as a necessary part of one's education or for career progression while one works for an organization or business with an international focus. EFL may be part of the state school curriculum in countries where English has no special status ; it may also be supplemented by lessons paid for privately. Teachers of EFL generally assume that students are literate in their mother tongue. The Chinese EFL Journal and Iranian EFL Journal are examples of international journals dedicated to specifics of English language learning within countries where English is used as a foreign language.English within English-speaking countries
The other broad grouping is the use of English within the English-speaking world. In what Braj Kachru calls "the inner circle", i.e., countries such as the United Kingdom and the United States, this use of English is generally by refugees, immigrants, and their children. It also includes the use of English in "outer circle" countries, often former British colonies and the Philippines, where English is an official language even if it is not spoken as a mother tongue by a majority of the population.In the US, Canada, Australia, and New Zealand this use of English is called ESL. This term has been criticized on the grounds that many learners already speak more than one language. A counter-argument says that the word "a" in the phrase "a second language" means there is no presumption that English is the second acquired language. TESL is the teaching of English as a second language. There are also other terms that it may be referred to in the US including ELL and CLD.
In the UK and Ireland, the term ESL has been replaced by ESOL. In these countries TESOL is normally used to refer to teaching English only to this group. In the UK Canada and Ireland, the term EAL is used, rather than ESOL, when talking about primary and secondary schools, in order to clarify that English is not the students' first language, but their second or third. The term ESOL is used to describe English language learners who are above statutory school age.
Other acronyms were created to describe the person rather than the language to be learned. The term Limited English proficiency was first used in 1975 by the Lau Remedies following a decision of the U.S. Supreme Court. ELL, used by United States governments and school systems, was created by James Crawford of the Institute for Language and Education Policy in an effort to label learners positively, rather than ascribing a deficiency to them. Recently, some educators have shortened this to EL – English Learner.
Typically, a student learns this sort of English to function in the new host country, e.g., within the school system, to find and hold down a job, or to perform the necessities of daily life. The teaching of it does not presuppose literacy in the mother tongue. It is usually paid for by the host government to help newcomers settle into their adopted country, sometimes as part of an explicit citizenship program. It is technically possible for ESL to be taught not in the host country, but in, for example, a refugee camp, as part of a pre-departure program sponsored by the government soon to receive new potential citizens. In practice, however, this is extremely rare.
Particularly in Canada and Australia, the term ESD is used alongside ESL, usually in reference to programs for Aboriginal peoples in Canada or Australians. The term refers to the use of standard English by speakers of a creole or non-standard variety. It is often grouped with ESL as ''ESL/ESD.''