Job Discussion Forums

[rotemmay]

Hi All,
I've been doing some research into possible certification or MA programs and I see quite often that the websites differentiate teaching English to immigrants in the US and Canada and teaching English to people overseas (such as Asia, Middle East, etc).

I'm curious as to what the differences are in teaching these two different populations. The information I've found doesn't seem to cover this. I also had a program administrator for a university I was thinking of applying for mention that their program focuses on teaching English as a foreign language (i.e., overseas) rather than teaching English as a second language.

Naturally, I'm totally new to the field and just beginning my research, so I'm not yet sure of the difference between the two. So if more experienced teachers could enlighten me, I would appreciate it .

Rotem

[santi84]

I teach English to immigrants in Canada (and I am also a student in one of those programs [French] - kind of a neat thing we've got going on here in Canada).

There is a lot of differences, from what I have heard, as I only have experience with immigrants here and not overseas. Motivation being one of the biggest - immigrants need to learn English *now* to get or keep a job, to talk to people on the phone, and to purchase their groceries. The vocus is mainly communication and verbal skills, whereas many overseas ESL programs focus on writing, reading, and grammar - not so much on communication like here. Your students are also immersed in the language. Most of them are quite enthusiastic to learn as they need it to function. There are always exceptions, but in general, they are eager to show up for class and do their homework. Your population is also often very different - few of my students were studying for further education or testing - hell, some of them already had their PhD's! So you will also get those who will want to tell you how to do your job

[Glenski]

Teaching English in English-speaking countries is often referred to as TESL, whereas teaching elsewhere is usually called TEFL.

Main difference is that the environment outside the class has or doesn't have English 100% of the time.

Also, depending on the group of immigrants, you may be teaching to people from more than one country/culture/L1, but in TEFL you usually teach students only from one country/L1.

I agree that motivation can also differ. So can reasons for studying in itself.

[spiral78]

One additional difference that hasn't yet been mentioned - and which makes a crucial difference in a classroom - is that in TESL, the students in your classroom usually don't share one first language. In TEFL situations, students have a common first language. This can obviously change classroom dynamics.

In a TEFL context, the shared L1 can make the teacher's job a bit more difficult, as students may desire and even expect explanations in their own language to a greater degree. They also may not have the real pressing need for the new language that drives immigrants, or the opps to practice often.

A lot depends on the teaching context. I've worked with both immigrants in Canada, and a variety of TEFL students in 5 different European countries.

In the European international university where English is the language of instruction (though 98% of the students were non-native English speakers) motivation is very high. In other foreign classroom contexts, it may be quite a lot lower (eg: "my employer requires me to study English, but I really have little time or interest for it.")

[johnslat]

Dear spiral78,

" . . . . in TESL, the students in your classroom usually don't share one first language."

One pretty usual exception being when you're teaching TESL in a "border state." (e.g. New Mexico.)

Regards,
John

[spiral78]

True. I hadn't considered that...but aren't they mostly native speakers of Spanish, in this case? Or is the percentage of 'other' considerable?

[johnslat]

Dear spiral78,

" . . . but aren't they mostly native speakers of Spanish, in this case?"

Yup, which, come to think on it, was my point.

" . . . . in TESL, the students in your classroom usually don't share one first language."

In my TESL classrooms, 99.9 of the students are Spanish-speakers.

Regards,
John

[spiral78]

Dear John:

Those acronyms.
Even after near-15 years, after only one glass of wine, I can get 'em mixed up in my mind. Note to self: will be more patient with the newbie errors re: acronyms in future!!

Best,
occasionally dizzy
spiral

[MotherF]

I recently spent an afternoon with a women who teaches essentially the same population of students as I do--but she teaches them in New York State, and I teach them in southern Mexico.

What really really struck me, was that this women was essentially a social worker. She talked about students phoning her when they had problems, she had attended doctors appointments, parent-teacher conferences, and even BIRTHS with her students. If I see my students outside of class they just wave and say hello. They are not calling me from the police station.