Job Discussion Forums

[kitten]

Can any one answer what the difference between ESL and EFL. I mean I know the basic difference, but what things do you do differently as an ESL teacher than a EFL teacher.

[ls650]

ESL = English as a Second Language (ie. the local first language is already English). ESL might be taught in the UK, US, Australia, etc.

EFL = English as a Foreign Language (ie. the local first language is NOT English). EFL might be taught in SE Asia, Eastern Europe, etc.

I think the biggest difference is that with ESL, students generally don't have a common L1, so you can't fall back on the student's L1 to explain or define.

With EFL, the students all share the same L1, so if the teacher knows the L1 he/she can use that as well as English in the classroom.

[Phil_b]

I taught ESOL (English to Speakers of OTHER Languages) here in the UK - I think that's just what we call ESL, someone might point out a difference later...

There may be differences in the situations in different countries (US, UK, Canada, Oz, Nz etc...) but this is what I've seen here (London).

In the UK ESOL tends to be taught at Government-run colleges while EFL courses tend to be taught by private colleges - there are fewer cowboy schools, though quality still varies and I'm sure there are very good EFL schools here as well. The ESOL curriculum here is set by the government, EFL schools set their own.

EFL students are often from the higher educated sectors of society, many ESOL students have never been in a classroom before. The typical (but by no means universal) profile of an ESOL student is that they are a lot better at speaking and listening than reading or writing - I've had students who have been in the UK for 30 odd years, but have never really learnt to write in English (Probably shouldn't really be in an ESOL class... but it happens). Also, in classes using IT, many of our students had never touched a computer before...

As ESOL students are often fleeing strife in other parts of the world (we had many students from DR Congo, Afghanistan, Iraq, etc) you have to be sensitive in dealing with some topics - If you are using a textbook written for EFL students you will probably have to alter a lot of the materials before we use it (ie. "Where shall we go for our skiing holidays, Cloisters or Val d'isere? hmmm)

If you are teaching EFL outside of an English-Speaking country (the most probable context) you will probably have a mono-lingual class - This means that students will have similar problems with particular language areas - it also means that you can use their native language (sparingly) in the classes (this is a bit controversial - can be good, can be bad) and you can better see their potential problems (if you speak the language). Usually in an ESOL class you will have a mix of languages, different students will have different problems. This means that 'Differentiation' is important (Using different activities for different members of the class). Also a multi-cultural class can lead to other issues - debates could get too heated around certain topics, also it means that people miss classes at different parts of the year - Half of our students disappear during Ramadan, for example.

Ultimately the teaching isn't all that different - there are just different factors that you have to bear in mind. Anyone got any info for other countries?

[moonraven]

Here in Mexico due to the prevalence of bilingual schools that--in many cases--start kids going in English in kindergarten, and which teach a number of subjects in English beginning in primary school, the programs are really ESL, not EFL--despite the dominant language in the environment outside of school being that of Spanish.

I have taught in several ESL programs in bilingual schools here--subjects such as World History, US History, American and British Lit, Research Methods, Speech, etc.

The difference here that you aren't teaching the language, but are teaching different subjects in the language.

[Guy Courchesne]

I agree with Moonraven on Mexico.

I tend to present the difference as considering what opportunties your students have for extra-curricular activites. In an ESL setting (Chicago for example) you have a number of different student backgrounds in the class, so English is the only possible language to be used. But, just as important, the students are also immersed in an English envrionment outside the class, meaning you can rely on the 'street' to assist in class work.

In an EFL setting (Mexico City for example) all students have a common background, meaning you can use Spanish in the class to great effect. A drawback to consider is that outside the class, the student lives in Spanish, and is unlikely to be able to use much of the classwork in the immediate hours after class, at least on the 'street'.

I tend to view it that in an ESL setting, you can focus more on language analysis (read: grammar) and in an EFL setting, you can focus more on communicative activities.

[Will.]

Try the link below

http://www.esol-sig.org.uk/

and select ESOL worldwide.

Below is the just all the text so you get an idea of the contexts, but on the website it is in comparative chart format so you can compare one to the other

This section of the website will be devoted to collecting data from countries around the world on their unique teaching and learning situations with respect to ESOL.

Below is a general ELT Map, authored by Philida Schellekens, the SIG Co-ordinator.

ELT I: PROFILE OF THE LEARNER AND THEIR NEEDS
ES(O)L EFL
Country of origin From all over the world
Language
Culture
Age 16+ 8+
Motivation to learn English Mostly for work or study in the UK; some attend classes for social reasons. Mostly for work or study; to a lesser extent for cultural, social or entertainment purposes.
Entitlement No entitlement to language learning; classes mostly part-time and roll-on/roll-off; high drop-out rates. Financed by self, family or employer.
Prior education, qualifications and occupational skills From professionally qualified to no formal education at all. The vast majority will have been formally educated and may have occupational skills.
Literacy skills From illiterate in own language; to literacy skills in non-Roman script; to proficiency in several language scripts. Usually high literacy skills and may have proficiency in several language scripts
Prior exposure to English Increasing numbers have learnt English as a foreign language in their own country but many have no understanding of English at all when they arrive. Most have learnt English previously in school, in language schools and/or in the work place.
Legal status in host country Asylum seeker or refugee; ethnic minority mainly from New Commonwealth; otherwise people who have settled here from all over the world, including EU. Short term working visitor/student from EU or with visa to study.
Socio-economic status in host country A very complex picture - Many are of lower socio-economic status (even if of high status in own country) because they or their parents are under or unemployed. Isolation if people lack English language skills. Paying visitors and generally in a more protected environment so status less of an issue.

ELT II: REQUIREMENTS FOR TEACHERS
ES(O)L EFL
Teacher training qualifications UCLES CELTA and DELTA, PGCE in ESOL, Trinity and OCN qualifications.
In future qualifications will fall under FENTO's successor (in England & Wales).
Information about subject specifications
UCLES CELTA and DELTA;
Trinity Certificate or Diploma;
University degrees: PGCE, MA.

Knowledge and skills: general strengths Good on context and understanding of people's needs; traditionally not so strong on rigour of language teaching but this is changing. Good on rigour and context of language teaching;
not so much attention on learner needs.

In-service training Eg national curriculum training
Areas of specialist knowledge Teaching literacy skills; dyslexia, careers advice, cross-cultural awareness, providing language support on mainstream courses Knowledge of specialist areas eg English for business, ICT, law, technology and academic purposes

ELT III: PROFILE OF PEDAGOGY
ES(O)L EFL
Initial assessment
Mostly designed in-house; currently no measurement against common standards but under development. Language is rarely assessed in educational or occupational context. Considerable variation in the EFL sector, with many organisations using published tests.
Curriculum Currently teachers design own, stand-alone syllabus. ESOL curriculum (which is based on literacy standards for native English speakers) now out. Students enrol on the type of programme which meets their needs. Published materials and textbooks provide much of the material.
Examination Mostly no external examination. But if there is external accreditation at the end of the programme, this has a major impact on the curriculum. If there is an exam at the end of the programme, this has a major impact on the curriculum.
Mode of delivery Largely part-time general ESOL courses but full-time courses are on the increase. Some language support on main stream courses. Classroom delivery for general EFL but also individual approach to teach EAP, ESP, English Plus.
Expectations & outcomes Traditionally low level provision and low achievement.
Courses mostly open-ended. Transfer to mainstream provision is not common but increasing, especially for young students. Tendency to refer to EFL courses for higher levels.
High expectations particularly in exam classes. Rapid improvement expected. Outcomes: exams, reports, feedback forms.
Resources Teacher designed materials and realia as well as EFL materials. Teacher designed materials and published EFL materials
Common Teaching styles
Special interests
Evaluation of effectiveness of teaching and learning ALI and OFSTED inspections but not necessarily carried out by specialists BASELT
BALEAP
ALI/OFSTED
British Council EIBAS


ELT IV: PROFILE OF PROVISION, FUNDING AND QUALIFICATIONS
ES(O)L EFL
National policy
'Cinderella' status
Adult Basic Skills Strategy Unit covers ESOL.
Continuing issue: it is DfEE/QCA policy to see ESOL as part of literacy for native speakers.
Varies from sub-sector to sub-sector.
UK government initiatives have an impact eg Education UK, the expansion of international students accessing tertiary education.
Entitlement to learning
Citizenship requirements
Providers FE, adult education, training and New Deal providers, voluntary sector Private language schools, FE colleges and universities
Funding Huge variety of sources and programmes: LSC (in Scotland SFEFC), EU (ESF, SOCRATES and EQUALS), ES, charities.
Privately funded; some LSC funding for EU students.
Nationally accepted qualifications EFL as well as ESOL qualifications eg NOCN; OCR profile, Pitman and some shift to UCLES and IELTS. New qualifications to be developed for national standards. Currently many learners do not have their language skills accredited eg 40% of FEFC students in 1997/98. In Scotland the SQA ESOL modules are available. Mostly externally assessed: UCLES qualifications dominate but also ARELS, Trinity, IELTS, TOEFL.
Internationally accepted qualifications
The effect of globalisation Increasing numbers of people wanting to learn English and settling in different countries will drive the demand for ELT upwards. Further blending of the three target groups is likely but current UK government initiative on basic skills may well counteract this.

1 ES(O)L refers to English for Speakers of Other Languages; and English as a Second language.
2 EFL refers to English as a Foreign Language






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