CHAPTER 3

EFL and ESL Teaching Settings

Q/ WHAT ARE THE DIFFERENCES BETWEEN EFL AND ESL
SETTINGS?
EFL settings ESL settings

1- English as a foreign language is studied 1- People who study English as a second

by people who live in places where English language are Iraqi, Italian, Spanish, or
is not a first language such as Iraq, Italy, Chinese and they live in countries where
and Saudi Arabia. English is the first or native language
such as, Australia, New Zealand, Canada,
2- In many EFL contexts, the population is United Kingdom and United States.
homogeneous in many ways, for example,
all sharing a similar history of being Iraqi, 2- In ESL contexts, however, for the most
German, or Italian. They share the same part are quite heterogeneous.
history and background. Students from a great variety of countries
can be found in the same ESL classroom.
3- In EFL settings there are fewer chances They share different history and
for the students to use English outside background.
the classroom. Quite often the only
understandable English some EFL students 3- When ESL students leave the classroom,
experience is in the classroom. they can enter any number of situations in
which they can hear and use English.
What is the goal of learning What is the goal of learning
EFL? ESL?

In many countries where English The goal is often quite different for young
is a foreign language, a dual goal people studying ESL in the United States and
for teenagers studying in the other countries where the medium of
educational system is to pass communication is English. In ESL settings
English entrance exams to enter the purpose is often tied to literacy. The aim
good high schools and is to use English like a native speaker,
Universities and, more recently to including being able to read, write and
be able to use English as a global interact in English in culturally defined
language. ways.
Q/ Why are these two terms, EFL and ESL not always
adequate to describe English teaching settings?

Because the learners in ESL and EFL settings have

many different goals of learning and it is not adequate
to consider that all language programs within these
settings as alike.
For example:
There are individuals in EFL settings who want to be literate in English need
to learn English to communicate effectively with others, including those
interested in living abroad, doing international business, working as
translators and so on.
Q/ How does not all English fit neatly into the category
of EFL and ESL?

This is especially clear when focusing on these populations of people around the
world who use an institutionalized second language variety of English. Such
populations use English on a day-to-day basis alongside one or more other language
such institutionalized varieties of English are also called New Englishes.
Q/ What is the meaning of New Englishes? Or define
New Englishes?

International English language which is used by nationals of the

same country for communication other than the mother tongue.
A new English develop through the educational system where it
is often used as the medium of instruction, and within various
other institutions, such as government offices. However, the
mother tongue is used in the most other contexts, such as
interaction with friends and family members.
Q/ Where did New Englishes develop?
New Englishes have especially developed in countries in Africa (e.g. Ghana, Kenya,
Nigeria, Tanzania, Zambia) and Asia (e.g. Bangladesh, India, Pakistan, Philippines,
Singapore, Sri Lanka), where there was a need for official language. Some countries
developed English after colonial rule.
As new Englishes developed in each of these countries, they tended to take on some
of the language features unique to the users’ native language or languages such as:
1- Pronunciation
2- Choice words
3- Syntactic features
What are the examples of EFL and ESL teaching
settings?
EFL:
1- Public schools
2- Universities
3- Public language schools
4- Private language program

ESL:
1- Public schools
2- University language programs
3- Literacy centers
EFL Teaching settings.

1- (Public Schools): English is presently taught to EFL students in public schools

world wide, and in recent years the trend has been to offer English to younger and
younger students.

For example, in the recent past , English was introduced to most Japanese students at
the age of 13, when they entered junior high school. However, recently the Ministry of
Education established a new English curriculum for the public schools that include
teaching English to elementary school students through music, games, and other
engaging activities.
2- (University EFL settings): offer a variety of different English programs. Most
universities worldwide require students to take several semesters of a foreign
language, and English is either a choice among other languages or required.

Most university-wide English programs include courses on grammar, reading,

listening, and conversation. Non-native English speakers often teach the reading
and grammar related courses, While native or near-native speakers (often nationals
who have studied abroad) are often asked to teach conversation because of a widely
held (and often misinformed) belief that only native English speakers can teach
students to converse.
3- (Public language schools): Some of these schools have an assortment of English
programs and classes, while others are smaller and more specialized. It is also worth
pointing out that although there are well-established excellent language schools,
there are also, unfortunately, a number of schools that have no solid theoretical
foundation, hire unqualified teachers, and rely on the textbook to teach the students.

Note: (Read the second paragraph on page 44 from your textbook)

4- (Private language program): These programs are usually established to meet the

English language needs of people who work in government positions, such as

diplomats and embassy personnel, or the private sector, for example, those who work

in the tourist industry (hotel clerks, tour guides), the airline industry (pilots, flight

attendants, check-in clerks), oil industry (engineers, technicians on oil rigs), and

business (managers headed overseas, those doing international business).

ESL teaching settings

1- (Public schools): A wave of immigrants to English-speaking countries such as

Australia, Canada, and the United states has created a challenge for the public
schools systems to educate children who are just beginning to learn English. Another
population in public schools includes Generation students. These students are long-
term residents of the United States, Canada, Britain, New Zealand, and Australia,
and they are usually quite fluent in spoken English. However, many of these students
still have language problems, especially with writing and occasionally with reading. A
problem is that many of these students do not want to be labeled as ESL students,
and many tend to avoid being grouped with recent immigrants.
This will make some problems for the teachers who do not know how to teach students
who have native-like proficiency in spoken English but have ESL features in their
writing. School districts have responded to the needs of K-12 students in a variety of
ways. And their response has been to place most immigrants in low-track or
remediation programs.

K-12 ESL Programs:

1- (Newcomer program): It used when ESL students first arrive, faculty and students
join efforts to make the ESL and minority students feel welcome, offer personal-social
support, give an orientation to the school, assess language skills, provide survival
English for those who need it, and provide cultural adjustment advice.
2- (pullout model): A separate program that addresses students language and
academic needs in which ESL specialists pull students out of their grad-level
classrooms for ESL lessons.
Q/ what are the benefits of pulling students out of their grade-level classroom?
1- Time can be used to address content needs.
2- Review lessons to clear up language and concept problems.
3- Bond with a person who cares.
4- Provide survival-level oral English and reading instruction for beginning level
students.

It is important to point out that pullout programs with little direct connection to
what students are studying and doing in their grade-level classroom have been
shown to be ineffective way to facilitate success in school.
3- Inclusion model: It is an approach in which ESL teacher goes into the
classroom to work with the ESL students, either as a small group or
individually, during classroom instruction.
Q/ What are the benefits of inclusion model?

1- The inclusion gives ESL teacher direct access to what is going on in the
classroom.

2- The ESL students can voice their problems and concerns with language
and content while class is in process, and the ESL teacher can immediately
address these problems.
4- Team-teaching model: Also known as a co-teaching model, the ESL teacher
and grade-level teacher team-teach the class. As equal partners, they plan and
take turns teaching both native and ESL students.

Q/ What are the benefits of team-teaching model?

1- ESL teacher can use ESL teaching strategies to present material to the
students.

2- The ESL students perceive themselves as students rather than ESL students’ ;
they are not singled out as different.
5- Subtractive Bilingualism Program: The bilingual teacher begins with using the
students’ native language while developing their second language. As students
develop the second language and culture, more and more emphasis is placed on using
the second language.

6- Additive Bilingualism Program: Unlike subtractive bilingualism which is criticized

because the goal is to take cultural identity away from the child, additive
bilingualism aims at providing students with the opportunity to become fully literate
in both their native and second languages.
2- (University language programs): Another group of ESL students are those who
travel abroad to study at universities in English-speaking countries. Not all of
these international students enroll in degree programs; rather, some first take
classes in a university ESL institute before going on to the degree program, and
some simply come to study at the institute and then return home.

Some institutes are quite large, attracting hundreds of students and including
numerous kinds of English language programs, while smaller, lesser-known
colleges and universities attract a more modest number of students to a single
program that aims at meeting their academic and social needs.
English programs at language institutes:

1- English for Academic Purposes Program: This program is usually lasts a full
semester. Students study 20 to 25 hours each week in one of several levels (or in
mixed levels), in such courses as reading, writing, listening, oral communications,
grammar, pronunciation, English online, vocabulary building, and intercultural
communication. At the beginning levels the goal is to develop basic language
skills; at higher level students turn to TOEFL Preparation and more academic
subjects, including courses in listening to lectures, research writing, and
classroom communications.
2- English for Business: This program is usually designed for international
students who want to gain entrance into an MBA program or business professional
who want to further develop their English.

3- TOEFL Preparation: Some of the larger institutes have separate programs just
for students who want to raise their TOEFL score.

4- Advanced Academic Preparation: Some of the larger institutes offer short (5- to
7 weeks) programs for advanced learners who will begin their studies at an
American university.
5- Bridge program: This program offers students the opportunity to be a part-
time students in a university degree program while taking support classes at the
language institute.

6- English for Law: A few language institutes offer English for legal professionals
and pre-law students.

3- Literacy Centers: ESL is also taught in refugee and literacy centers where,
depending on political climate, learners come from a variety of nations. Refugees
are indeed a mixed group; they often include doctors, nurses, teachers,
businesspeople, construction workers, farmers, and migrant workers, among
others. Newly arrived refugees usually attend classes in English, as well as in
employment preparation programs.
Q/ How the literacy centers and refugee programs are similar?

Firstly, while literacy programs are usually larger in scope than refugee
programs, they are concerned with the literacy of people born in the country, as
well as immigrants. Secondly, They both provide classes designed to meet the
needs of the students, such as classes in survival English for those who cannot
communicate in the language. Thirdly, They also train and depend on volunteer
tutors to teach refugees.
Q/ Why understanding different teaching settings is important?

1- To remind you that teaching English is context dependent. How and what we
teach depend very much on the setting.
2- The goals of teaching ESL to immigrant children in an elementary school in the
United states are quite different in many ways from those of teaching EFL to
elementary school children in Japan.
3- In USA setting, the goal is to fully integrate children into the academic and
social system.
4- In Japan, the goal is most likely to give children an appreciation of English, the
concept of communication in another language, and a basic understanding of
grammar and vocabulary.