Teaching of English in ESL and EFL contexts: Is There a Difference?

ESL and EFL English - Teaching Contexts

Abstract

The main aim of this essay is to establish the major differences and similarities between ESL and EFL. Also, how this effect the teaching styles and how to teach more effectively in both. Additionally, the essay examines various literatures and provides a foundation or a basis of argument. Similarly, it provides a theoretical framework for the essay and orients the readers. The target participants of the subject in question include teachers who are involved in the teaching and process. Also, the implication of the essay is to provide findings and give recommendation regarding the essay question.

Introduction

English as a second language (ESL) and English as a foreign language (EFL) studies are conducted worldwide. ESL and EFL share many similarities despite their many differences. A clear understanding of teaching in ESL and EFL requires understanding the origin of Teachers of English to Speakers of Other Languages (TESOL), the greatest contributor to ESL and EFL teaching.

Incorporated in 1966, TESOL is a global association for English language headquartered in Virginia, USA and in many other developed countries. In addition, TESOL includes professional teachers in the field of English so that learners may get a quality education. TESOL consists of a network of approximately 50,000 educators worldwide. Additionally, ESL and EFL consist of 10,000 individual members. Discipline and professionalism are strictly maintained. Both ESL and EFL produce serial publications to members, and provide electronic sources on current issues, opportunities, and ideas in the field of English language teaching. Known for its annual convention, workshops, and symposia, both ESL and EFL are the world leaders in professional development opportunities for English language educators. Both EFL and ESL's mission is to develop and maintain expertise in the field of English, more so teaching and speaking English to speakers of Other languages worldwide. This essay will focus on two questions: is there a difference in teaching styles between ESL and EFL, and how should one teach more effectively in ESL and EFL contexts.

Similarities in ESL and EFL Contexts

Both EFL and ESL have mission statements and values to guide them, with the goal of providing a good environment for teaching and learning. ESL and EFL endorse professionalism in language education, and thus they are able to know that with teaching professionally they are able to produce professional people. Additionally, students in this field are able to acquire professional knowledge that will help them in future. In addition, both ESL and EFL know that by allowing the learners to research and practice then they are improving their English knowledge. They make English practical and thus easy for the learner to understand. Learners are therefore able to grasp a lot of information in both EFL and ESL that will help them improve English in both EFL and ESL. The interaction between the learner and the professional teacher also makes it easier and memorable for the learner. This gives the learner a sense of motivation. The professional teachers provide high quality instructions to the leaners. By this, the leaner is able to acquire nothing but the best in the English field.

Due to the diverse nature of ESL and EFL, TESOL deals with people from different races and culture. This can cause problems if there is no respect for all these diverse cultures and races. However, due to their professionalism, they are able to attain total respect for all this different cultures and races (Vellenga, 2004). By this, there is peace and harmony within the learners in the study environment. The respect for individual language right is highly considered. By this, the individuals feel respected. This boosts their quest to learn the new language: English. In addition, due to its diversity, it collaborates with global communities. This collaboration helps them acquire new and many students. For ESL and EFL to be successful it should appreciate all cultures and races and that is why it collaborated with global communities. However, by both ESL and EFL continuous success it is evident that all this measures are considered and put in place. This is evident due to its ever growing population in the study field. More and more people are joining both ESL and EFL for better knowledge in the field of English.

Differences in ESL and EFL Contexts

A second or foreign language in English is TESOL. The acronym of English as a foreign language is EFL; However, ESL represents English as a second language. When the introduction of English takes place on people who have never had about it, or people who do know about it, it is a foreign language (Schoepp, 2001). However, when people get to learn, it is the learning of English as a foreign language. On the contrary, English as a second language is when one is perfecting one's English skills. It mostly occurs when one already has an idea of English as a language. In addition, people who take English as a second language learn faster than people who take English as a foreign language. This is because people who take English as a second language are at least able to read and write a little bit of English. On the other hand, people who take English as a foreign language, know neither how to write nor how to read in English. To them, English is a completely new language.

People who want to work in European nations learn English as a foreign language. This makes them break the barrier of communication due to the language difference as compared to the people pursuing English as a second language. However, English is a widely-spoken language and many people wish to be well-acquainted with it. On the other hand, English as a second language is mostly for people who wish to learn more about English. A good example is a teacher who wishes to teach English to many students. This teacher is required to know almost everything about English. This teacher will consider employing English as a second language. In addition, many students learn English as a secondary language for the sake of learning it. This is not because it is a bed of roses, but because it is compulsory.

Many young people learn English as a secondary option; they learn it to facilitate communication. For example, the United States is an English-speaking country. Most of its citizens must be able to speak, understand, and write in English. For those wishing to immigrate to the United States, learning English is a necessity. In order for the immigrants living in such a country to prolong their stay, they must learn English as a second language to enable them not to return to their native land. Being unable to speak in English makes many immigrants feel like outcasts and causes them to return to their native lands. After that, they are able to teach it because they are qualified and well-trained.

Many people study English for various reasons and purposes. They also use different modes of studying and choose the method best suited for them. On the contrary, teaching English as a foreign language always occurs in the students own country (Nunan, 1998). The teacher might be native or non-native speaker of English. In EFL, teachers must start teaching from the basics to the classroom survival language such as greetings and saying, "good morning, teacher." However, in ESL, teachers need to change their teaching styles because the students already know the basics and the classroom survival language. This is because they mostly use English as their communication mode. Additionally, students who take EFL classes are prone to get bored and lack motivation in continuing to pursue the course. This is because many of them are young and they do not see the need for studying a foreign language. In this case, an educator must have the capacity to restore their motivation by encouraging the students and relating the importance of studying English as a foreign language, unlike students pursuing ESL.

Students using EFL as their mode of teaching need much practice using English more especially the oral side of it to enable them learn English faster compared to students of ESL.

However, many teachers tend to make English come alive by exposing the learners to field trips and using non-traditional teaching materials such as pen pals. The professional teachers try to explain to their learners that English is not just a set of rules but also something that is alive and enjoyable (Schoepp, 2001). In addition, they make the learners enjoy what they teach in their classrooms. Students who use EFL methods to learn have various reasons for doing it. Many students' interest is built around social networking sites. They would like to communicate to the other people but cannot because they do not speak the same language as the students using the ESL methods. Therefore, the students seek help from institutions that offer EFL and in return, they are able to speak, comprehend, and write in English. Additionally, this eradicates the language barrier that was there before. EFL classes are mostly for people who come from a community or country where English is not spoken, heard, or written. These communities tend to use their native language as a mode of communication unlike the people pursuing ESL. Therefore, they see no importance in learning English. However, when one of their own gets exposed to an outside community, he or she begins a quest of learning English. This is due to the necessity of communicating with the other people who are not from their community.

Understanding the Application of Both ESL and EFL in the Teaching and Learning Process

Students taking ESL classes are able to write, speak and read English and thus they have no language barriers as the students taking EFL classes. EFL is the upcoming institution in terms of teaching English. This is because of the significant figures learning English. In addition, this interest is by the existing large amount of English speakers. Due to the availability of a large number of English speakers, many people do their transactions by English as a language as compared to the other languages. For example, many business transactions and deals done via English as their mode of communication (Nunan, 1998). Many studies conducted with English as their basic mode of teaching. In addition, people pass information using English as their basic mode of communication. By this, many people get prefer to study EFL in order to conduct their business efficiently or succeed in their studies and get to communicate with their friends.

How to Teach More Efficiently in Both ESL and EFL Contexts

A teacher has to design his/her teaching style according to the students' needs and context. Because of this, there are many effective methods for language teaching. For example, in many countries, tourism is a major way of making your students successful in life. However, some countries do not get as many tourists as the most visited towns. This, in turn, leads to the lack of interest among the young and the old. Neither the students nor the parents are ready to learn English as a foreign language. Additionally, this makes it hard for anyone, leave alone teachers to convince both students and parents that learning English, as a foreign language is very important. This is because; they live by themselves speaking in the language they know best, and by this, they do not see any necessary need of studying or learning English. In addition, songs are helpful in the EFL process. This is because they help people in pronouncing and spelling out English words in the rightful manner. These songs also help the ESL process in getting more students to pronounce and spell out the words in a correct manner. However, if students listen to English songs during English lessons, they would be of much help to the students or learners. They will motivate and improve the standards of performing for both EFL and ESL students. Fortunately, with the expanding prevalence of the Internet, many people are able to access the Internet. Additionally, many people are able to access most of the songs online and improve their English skills online. When learners get to listen to these English songs, they translate the sounds to words and the words to a meaningful sentence. In addition, the learners can use a background message to understand the song more. However, practicing this is an essential skill in creating a comprehensive listening skill in the learners. Linguistic reasons, cognitive reasons and affective reasons help demonstrate how using songs can improve EFL and ESL in the learners' environment. It is a perfect demonstration on the value of songs in a classroom. However, songs in classrooms cannot be valuable and educative if integration fails to take place in the rightful manner. By this, the teachers of both EFL and ESL are to integrate the songs for easier understanding by the learners.

One option for areas interested in developing tourism, are online programs for learning English as a second or foreign language. Web based study allows for individual and group learning, for example. Research suggests that, though it can be physically more difficult to read online, the mental processes that people use when reading hypertext are the same as the ones that they use reading printed matter. This could mean that there is no meaningful detriment to learning English online.

The use of video and audio features online is another boon to remote or currently untouristed areas. Consider the possibility that a given area might create a language exchange program with a school in the US, the UK, or other English speaking areas. A language exchange program can then be folded into tourism or educational exchange opportunities. This might allow some English language learners to travel to an English speaking country. However, more generally it may enable English speakers to travel to remote areas, giving a larger number of people the opportunity to practice their language skills, while expanding tourism in the area. Research into this area, suggests that it is not just a matter of how an organization builds international programs, but that an organization is practically committed over a longer period of time.

This means that in order to establish an exchange, a country or region needs to prepare itself for a five to ten year effort. Web based programs for language exchange and tourism are a great way to begin, and constitute a relatively low level of financial investment. Established formats like Twitter, but even more so Tumblr, allow for all kinds of communication particularly with English speakers. Further, these formats often allow people to discuss shared interests, particularly television, and this is another good opportunity for learners and expanding tourism.

The Future Development of Both ESL and EFL

Research suggests that inappropriate word choice arising from ignorance of semantic prosody is common with ESL and EFL learners. This research suggests that integrating semantic harmony with ESL and EFL would be most effective. On the other hand, teachers should think critically toward the many ways of getting their students to understand what the teacher is teaching. In many times, students tend to concentrate for very few minutes. In addition, this is because they fed up of the continuously listening the same English rules. They do not get the opportunity to respond back because the teacher always gives lectures. Teachers have a big challenge to overcome in terms of getting their students learn and be professionals in the English field. Lecture, is not a good way of teaching students, especially the students who are new to the topic or what the teacher teaches.

However, teachers are to know the interest of their students because it is essential. Apparently, this is more evident among the experienced teachers, they advise the other teachers on how to handle learners in the most trouble-free and simple manner. Many prosperous teachers will learn the backgrounds of their students. This, at least, reduces the number of diverted minds from class by the students. Additionally, this is because the students find that their mind is really engaged in class work and it is unable to wander. Therefore, 90% concentration from the students by the teachers makes the class prosperous. This is due to the concentration gotten from the students. The students are able to recall and put in practice their theoretical understanding in rightful manner. Teachers who instil critical thoughts to the heads of learners are able to get successful students. This is because, the students are able to think critically, and therefore, arising many other questions from the topic of discussion that they get. If the teacher is able to help them by answering their questions then, the students will be more willing to learn in both the field of ESL and EFL.

In addition, a good teacher communicates regularly to his/her students the role of the questions the students answer. In every language textbook there are questions to answer before going to the next topic or semester. Many teachers tend to skip the questions. Every teacher has a capability of posing the question to the students as a discussion question to make them think critically. However, very few teachers are able to pose the questions for discussion to the students. Many teachers claim to be very busy, busy even to be well acquainted with their next lessons or classes (Nunan, 1998). They do not have time for posing the questions as discussion questions. In addition, many teachers claim to earn very little salaries and by this, they have little or no time to look on what they are going to teach for the next classes. This situation is common for both ESL and EFL teachers. On the other hand, teachers need good salaries in order for them to deliver their services effectively and efficiently. Additionally, underpayment demotivates many teachers when performing their duties. If all teachers could earn a worthy salary, then they could be able to modify their lessons to their own circumstances. In that, they modify their lessons according to the kind of students they have or teach. By this, both ESL and EFL students will destine for good results of their learning program. To achieve this goal, teachers need to encourage their students to read texts and materials they are given. This shows the students that these materials and texts are of importance in their learning progress. However, in both ESL and EFL, debates play a major role in successful results of the learners (Vellenga, 2004). In debates, many students get to look at all sides of a particular issue. Additionally, students get to interact not only with the topic of discussion but also with the other students. This kind of forum helps students to encourage themselves. For example, when students get to interact and talk to one another, they not only get to discuss topics outside class, but help one another in the school topics. This is possible because not every student has the same mental capacity; some students are sharp while others are not sharp when it comes to education.

Conclusion

In conclusion, ESL and EFL share similarities and differences and both fall under TESOL. Moreover, teachers have to modify their teaching styles according to each context. Also, they must use a variety of methods and techniques in order to achieve the best outcome during the teaching process. For example, tourism and songs are some of the most effective teaching methods. Nevertheless, techniques like critical thinking, solving problems and debate can be very successful too. In addition, teachers or instructors should take the time to prepare for their classes and lessons. Teachers should also take a keen interest in the discussion questions posed after every topic. By doing this, they are able to get the students' attention in class, while the lecture is in progress.

However, EFL modes of teaching work best for people who have no idea on that language or topic. This is because their teachers start from the basics. On the other hand, ESL is for students who at least have an idea on the subject or topic. By this, both ESL and EFL help students in becoming professionals in English as a language. It helps build up many English speakers from different languages. With its best quality and provision of education, it is destined to grow wider each year. This is due to the increase in the number of people who wish to know and study English for their personal interests.

References

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Nunan, D. Second Language Learning and Teaching. Boston, MA: Heinle Publishing.

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Schoepp, K. Reasons for Using Songs in the ESL/EFL Classroom (TESL/TEFL). Internet TESL Journal (For ESL/EFL Teachers).

Vellenga, H. (2004). Learning Pragmatics from ESL & EFL Textbooks: How Likely? North Arizona University.