Teaching English as a second or foreign language
Teaching English as a second 'or foreign language and teaching English to speakers of other languages' are terms that refer to teaching English to students whose first language is not English. The terms TEFL, TESL, and TESOL distinguish between a class's location and student population, and have become problematic due to their lack of clarity. TEFL refers to English-language programs conducted in countries where English is not the primary language, and may be taught at a language school or by a tutor. For some jobs, the minimum TEFL requirement is a 100-hour course; the 120-hour course is recommended, however, since it may lead to higher-paid teaching positions. TEFL teachers may be native or non-native speakers of English.
TESL and TESOL include English-language programs conducted in English-speaking countries. These classes often serve populations who have immigrated, temporarily or permanently, or whose families speak another language at home. TESL is considered an outdated term, because students may speak more than one language before they study English. TESOL is an umbrella term that includes TEFL and TESL programs, and is widely accepted in the field of English-language teaching.
Students who are learning English in their home country, typically in a school, are EFL students.
Teaching English as a second language
Teaching English as a second language refers to teaching English to students whose first language is not English. The teaching profession has used different names for TEFL and TESL; the generic "teaching English to speakers of other languages" is increasingly used, which covers TESL and TEFL as an umbrella term. Both native and non-native speakers train to be English-language teachers. To teach English as a second language to English-language learners, passing a written and oral test in English to demonstrate proficiency is recommended but not always required. In California, there is an achievement gap between native and non-native English speakers. English language learners in secondary schools tend to get lower scores in Standard English tests for English Language Arts compared to their peers who are more proficient in English. Combining teaching with traveling is called TEFL tourism.Techniques
Communicative language teaching
emphasizes interaction as the means and goal of learning a language. Despite criticism, it continues to be popular in Japan, Taiwan, and Europe. The Central Board of Secondary Education of India has also adopted this approach in its affiliated schools in the country.The task-based language learning approach to CLT has gained ground. Proponents believe that CLT develops and improves speaking, writing, listening, and reading skills, preventing students from listening passively to the teacher without interacting. Dogme is a similar communicative approach that encourages teaching without published textbooks, focusing on conversation by learners and teacher.
Code-Switching
Code-switching is a common communication practice where an individual alternates or shifts between different languages or dialects within the context of their environment in a social setting. It has become a prominent strategy teachers have tended to implement inside the classroom to help promote and enhance English learning and development.An aspect of code-switching, called multimodal code meshing, describes how the use of multiple models of media, such as images, videos, etc. to help to further improve students' mastery of English in texts. With the use of various media models, students go through a process of visual brainstorming, creating a thought process through imagination and forming mental images, when code-switching between English and another language. This allowed students and learners to express creative freedom and a personalized and driven learning experience which translated to greater connections and understandings to English from a learner's native language.
Additionally, teachers found code-switching valuable for younger students to develop and learn vocabulary in English. Through the linguistic context of sentences and text, students can overtime develop and form connections between vocabulary from their hereditary languages and English. In a study with Spanish-speaking students learning English, researchers found a higher correlation between students who used code-switching and memorization and vocabulary learning than students who did not use them in word pairs with English and Spanish.
Other implementations of code-switching in younger students' English development include collaboration in literary discussion. A student learning English as a second language was placed into groups, primarily speaking and writing English as a first language. Discussing the significance of the text and exploring various themes together. The ESL student was also encouraged to be in groups with other students who speak their primary language, Spanish, and discuss their knowledge of the text together. By entering both groups, researchers found that the dynamics of the English group and their primary language group helped to develop their reading and literary skills/analysis.
Code-switching when learning English as a second language can also be found in post-secondary education. In some countries, the gap in learning English compared to one's native language was greater due to the more significant differences in language structure. In a study with a post-graduate student learning English fluent in Arabic and French, researchers found an emphasis placed on the writer's intercultural awareness through their identity and background while code-switching in the writing, attempting to form a connections with the reader with this form of textualization. However, in some cases, students refrained from using code-switching in the classroom, describing how they believed it was ineffective for complete fluency in English and only suitable for temporary knowledge. Lecturers and professors also refrained from code-switching in lectures and classroom settings, opting towards more open discussion of only English to promote deepened learning and knowledge rather than memorization.
Blended learning
is a combination of multimedia elements in a virtual learning environment with classroom instruction, a teacher, and peers. It uses technology to provide large amounts of comprehensible input to learners through video and other types of media.Multimodal learning in classrooms, like video making, can help English-language learning students especially with the rising demand that there is in terms of communication. Through video making, English-language learners are able to practice their literacy skills. There have also been discussions that schools should incorporate the use of multimodal literacies into classroom instruction which would greatly benefit English learning students.
Online classroom
A TEFL qualification may be received online. Students can enroll in online classes that are accredited by organizations such as the British Council or Cambridge ESOL. There is no overarching accreditation body for TEFL, and for-profit companies have been known to invent accreditation affiliates.Study materials are divided into modules on which students are tested. Tutors who provide support can be reached via email. After successfully completing the last module, the student receives a certificate digitally or by postal mail. A number of employers require a TEFL certificate.
Sheltered Instruction Observation Protocol
The Sheltered Instruction Observation Protocol is a model that has eight components and thirty features. The main goal of the SIOP model is to help English teachers in helping students who are English language learners, but it is often used as a checklist by instructors which has been a critique of the model. Throughout the United States and in the world, the use of the SIOP model has led to positive results among students. The SIOP model also helps expand background knowledge and it can be used in inductive learning environments which as a result can help English learning students academically.Teacher qualifications
Qualification requirements vary by country and among employers in a country. A number of institutions do not require a degree or teaching certificate, but some require native speakers with a master's degree in TESOL. University degrees in English language and literature or other specialist degrees may also be valuable. Some institutions consider proof of English proficiency, a university degree, and a basic teaching qualification sufficient. The academic qualification may not be paramount; a number of schools are more interested in interpersonal skills. For trainers wishing to enter the academic field, publications about English use can be as important as qualifications. Where there is a high demand for teachers and no statutory requirements, employers may accept otherwise-unqualified candidates. Acceptance depends on the demand for English teachers and the teacher's previous teaching and life experiences. The TEFL industry and language schools have settled on 100 hours of coursework as the minimum standard for a recognized or accredited TEFL course.Asian countries, particularly Thailand, tend to hire TEFL teachers based on superficial criteria such as race; Caucasian native speakers are preferred. Parents expect an American or British TEFL teacher, and schools will not risk a declining enrollment.
Age or gender requirements might also be encountered. In some countries outside Europe and America, schools might prefer men to women or vice versa and hire teachers in a particular age rangeusually between 20 and 40 years of age. In China, age requirements can differ due to provincial-government regulations. People under 19 may be able to teach TEFL, but usually in a volunteer situation such as a refugee camp.