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ESL (English as a second language), ESOL (English for speakers of other languages) and EFL (English as a foreign language) all refer to the use or study of English by speakers of other languages. 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, but they may also be used in relation to demographic information. ELT (English language teaching) is a widely-used teacher-centred term, as in the English language teaching divisions of large publishing houses, ELT training, etc. The abbreviations TESL (teaching English as a second language), TESOL (teaching English for speakers of other languages) and TEFL (teaching English as a foreign language) are all also used. Other terms used in this field include EAL (English as an additional language), ESD (English as a second dialect), EIL (English as an international language), ELF (English as a Lingua franca), ESP (English for special purposes, or English for specific purposes), EAP (English for academic purposes), and ELL (English language learner). A somewhat similar term, LEP (Limited English Proficiency), is also used in this field. Terminology and types The many acronyms used in the field of English teaching and learning may be confusing. English is a language with great reach and influence; it is taught all over the world under many different circumstances. In English-speaking countries, English language teaching has essentially evolved in two broad directions: instruction for people who intend to stay in the country and those who don't. These divisions have grown firmer as the instructors of these two "industries" have used different terminology, followed distinct training qualifications, formed separate professional associations, and so on. Crucially, these two arms have very different funding structures, public in the former and private in the latter, and to some extent this influences the way schools are established and classes are held. Matters are further complicated by the fact that the United States and Britain, both major engines of the language, describe these categories in different terms: as many eloquent users of the language have observed, "England and America are two countries divided by a common language." (Attributed to Winston Churchill, George Bernard Shaw, and Oscar Wilde.) The following technical definitions may therefore have their currency contested. English outside English-speaking countries EFL indicates the use of English in a non-English-speaking region. 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 which they visit as a sort of educational tourist, particularly 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 working for an organisation or business with an international focus. EFL may be part of the state school curriculum in countries where English has no special status (as is the case in most of the European Union); it may also be supplemented by lessons paid for privately. Teachers of EFL generally assume that students are literate in their mother tongue. English within English-speaking countries The other broad grouping is the use of English within an English-speaking region, generally by refugees, immigrants and their children. It includes the use of English in countries, often former British colonies, where English is an official language even if it is not spoken as a mother tongue by the majority of the population. In the US, Canada and Australia, this use of English is called ESL (English as a second language). This term has been criticised 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 (see also Second language). TESL is the teaching of English as a second language. In the UK, Ireland and New Zealand, the term ESL has been replaced by ESOL (English for speakers of other languages). In these countries TESOL (teaching English to speakers of other languages) is normally used to refer to teaching English only to this group. In the UK, the term EAL (English as an additional language), rather than ESOL, is usually used when talking about primary and secondary schools. In the United States, the term English language learner (ELL) is used by governments and school systems. It differs from the other terms above because it refers to learners rather than the language. Typically, this sort of English (called ESL in the US, Canada, and Australia, ESOL in Britain, Ireland and New Zealand) is learned to function in the new host country, e.g. within the school system (if a child), to find and hold down a job (if an adult), 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 vanishly rare. Particularly in Canada and Australia, the term ESD (English as a second dialect) is used alongside ESL, usually in reference to programs for Canadian First Nations people or indigenous Australians, respectively. It refers to the use of standard English, which may need to be explicitly taught, by speakers of a creole or non-standard variety. It is often grouped with ESL as ESL/ESD. Umbrella terms All these ways of teaching English can be bundled together into an umbrella term. Unfortunately, all the English teachers in the world cannot agree on just one. The term TESOL (teaching English to speakers of other languages) is used in American English to include both TEFL and TESL. British English uses ELT (English language teaching), because TESOL has a different, more specific meaning; see above. Which variety to teach It is worth noting that ESL and EFL programs also differ in the variety of English which is taught; "English" is a term that can refer to various dialects, including British English, North American English, and others. Obviously, those studying English in order to fit into their new country will learn the variety spoken there. However, for those who do not intend to change countries, the question arises of which sort of English to learn. If they are going abroad for a short time to study English, they need to choose which country. For those staying at home, the choice may be made for them in that private language schools or the state school system may only offer one model. Students studying EFL in Hong Kong, for example, are more likely to learn British English, whereas students in the Philippines are more likely to learn American English. For this reason, many teachers of EFL now emphasize teaching English as an international language (EIL), also known as English as a lingua franca (ELF). Linguists are charting the development of international English, a term with contradictory and confusing meanings, one of which refers to a decontextualised variant of the language, independent of the culture and associated references of any particular country, useful when, for example, a Saudi does business with someone from China or Albania. Difficulties for learners Most of the difficulties which learners face in the study of English are a consequence of the degree to which their native language differs from English. A native speaker of Chinese, for example, faces many more difficulties than a native speaker of German. This is, of course, true for anyone of any mother tongue (also called Language 1, normally abbreviated L1) setting out to learn any other language (called a target language or L2). See also Second language acquisition. Language learners usually produce mistakes resulting from the influence of their L1, such as mapping its grammatical patterns inappropriately onto the L2, pronouncing certain sounds incorrectly or with difficulty, and confusing items of vocabulary known as false friends. This is known as L1 interference. Although English is not particularly difficult to learn, it holds several features which are relatively complex and therefore create difficulties for the majority of learners. Pronunciation Another sound that is relatively uncommon in other languages is (as in singing). Speakers of Asian languages often have difficulty distinguishing and ; as a rule, the Japanese have a tendency to pronounce an intermediate form (and with some d) that has the effect of making each sound like the other, and the Chinese tend to pronounce the former as the latter. The distinction between and can also cause difficulty for native speakers of Spanish, as well as Japanese and Korean. Learners from languages where all words end in vowels sometimes tend to make all English words end in vowels, thus make can come out as . The learner's task is further complicated by the fact that native speakers may drop consonants in the more complex blends (e.g., instead of for months). Stress in English more strongly determines vowel quality than it does in most other world languages (although there are notable exceptions like Russian). For example, in some varieties the syllables an, en, in, on and un are pronounced exactly alike. Native speakers can usually distinguish an able, enable, and unable because of their position in a sentence, but this is more difficult for inexperienced English speakers. Moreover, learners tend to overpronounce these unstressed vowels, giving their speech an unnatural rhythm. See also Accent reduction Grammar Vocabulary Differences between spoken and written English Varieties of English Exams for learners Learners of English are often keen to get accreditation and a number of exams are known internationally: ESOL learners in England, Wales and Northern Ireland usually take the national Skills for Life qualifications which are offered by several exam boards. The Common European Framework Between 1998 and 2000, the Council of Europe's language policy division developed its Common European Framework of Reference for Languages. The aim of this framework was to have a common system for foreign language testing and certification, to cover all European languages and countries. The Common European Framework divides language learners into three levels: Each of these levels is divided into two sections, resulting in a total of six levels for testing (A1, A2, B1, etc). This table compares ELT exams according to the CEF levels: Non-native speakers Many non-native speaking teachers who only work in their own country are qualified with the relevant teaching qualification of that country. Those who work in private language schools and in other countries often have the same qualifications as native speakers (see below). US qualifications Most US instructors at community colleges and universities qualify by taking an MA in TESOL. This degree also qualifies them to teach in most EFL contexts as well. In some areas of the country, nearly all elementary school teachers are involved in teaching ELLs (English Language Learners, that is, children who come to school speaking a home language other than English.) The qualifications for these classroom teachers vary from state to state but always include a state-issued teaching certificate for public instruction. Teachers in all states require state licensing, which requires substantial practical field experiences and language pedagogy course work. The MA in TESOL includes both graduate work in English as one of the classical liberal arts (literature, linguistics, media studies) with a theoretical pedagogical component at the tertiary level. Admission to the MA in TESOL typically requires at least a bachelor's degree with a minor in English or linguistics. A degree in a foreign language can sometimes also be considered sufficient for admission. It is important to note that the issuance of a teaching certificate or license is not automatic following completion of degree requirements. All teachers must complete a battery of exams (typically the Praxis subject and method exams or similar, state-sponsored exams) as well as supervised instruction as teaching interns. Teaching interns possess initial certification and are independent instructors in their classrooms; however, they are not considered "professionals" until they have sufficiently satisfied governing boards that they are fit to teach. Their performance is evaluated throughout their tenure as interns. Upon successful completion of all components of their training programs, they may be offered a professional certificate. Out-of-state teaching certificates are usually recognized by other states. British qualifications Common, respected qualifications for teachers within the British sphere of influence include certificates and diplomas issued by UCLES (University of Cambridge Local Examinations Syndicate) and Trinity International Examinations Board of Trinity College, London. A certificate course is usually undertaken before starting to teach. This is sufficient for many EFL jobs (see TEFL) and for some ESOL ones. UCLES offers the CELTA (Certificate in English Language Teaching to Adults), perhaps the most widely taken and accepted course for new teacher trainees. It is usually taught full-time over a one-month period; sometimes, part-time over a period up to a year. Trinity offer the CertTESOL (Certificate in Teaching English to Speakers of Other Languages), which is usually considered equivalent to the CELTA. Teachers usually have two or more years of teaching experience and have made a decision to stay in the profession before they take a diploma course. Those who want to move into school management or become teacher trainers usually need a diploma. UCLES offers the DELTA (Diploma in English Language Teaching to Adults). Trinity offers the LTCL DipTESOL (Trinity Licentiate Diploma in Teaching English to Speakers of Other Languages). These are usually considered to be equivalent. Some teachers who stay in the profession go on to do an MA in a relevant discipline such as applied linguistics or ELT. Note that UK master's degrees require extensive preparation and experience in the field before a candidate is accepted onto the course; in this respect they are truly to master the knowledge and skills that the candidate already has. The above qualifications are well-respected within the UK EFL sector. However, in England and Wales, in order to meet the government's criteria for being a qualified teacher of ESOL in the Learning and Skills Sector (i.e. adult education), teachers need to have the Certificate in Further Education Teaching Stage 3 and the Certificate for ESOL Subject Specialists, both at level 4. Recognised qualifications which confer one or both of these include a PGCE in ESOL, the CELTA module 2 and City & Guilds 9488. Teachers of children within the state sector in Britain are normally expected to hold the Post-Graduate Certificate in Education (PGCE). They may choose to specialise in ELT. Teachers of adults (e.g. lecturers at universities or colleges, or teachers in private language schools) do not generally hold the PGCE. Professional associations and unions Acronyms and abbreviations See also: Language education for information on general language teaching acronyms and abbreviations. The use of this term is restricted to certain countries. See the discussion in Terminology and types. English for use in a non-English-speaking region, by someone whose first language is not English. See the discussion in Terminology and types. The use of this term is restricted to certain countries. See the discussion in Terminology and types. The use of this term is restricted to certain countries. See the discussion in Terminology and types. English for use in an English-speaking region, by someone whose first language is not English. The use of this term is restricted to certain countries. See the discussion in Terminology and types. This term is used differently in different countries. See the discussion in Terminology and types. More generally, see the discussion in Terminology and types. The use of this term is restricted to certain countries. See the discussion in Terminology and types. See the discussion in Terminology and types. Language terminology General language teaching and learning English language teaching and learning Contemporary English Other | |||||||
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