-
January
-
Email hacking
-
Laura Pausini
-
Expedition of the Thousand
-
You can't have your cake and eat it
-
Ravi Shankar
-
Association football
-
Fractional reserve banking
-
American English
-
Shaken, not stirred
-
Skyfall
-
Smart
-
Adele
-
Sanremo Music Festival
-
Amazon Kindle
-
iPad Mini
-
2012 Italian shooting in the Arabian Sea
-
John Kerry
-
Arms industry
-
Gérard Depardieu
-
Camorra
-
Angela Merkel
-
Venice
-
Samsung Galaxy Note II
-
Crowd funding
-
Freedom of the press
-
WikiLeaks
-
Curiosity
-
Lucio Dalla
-
Influenza
-
Taxation in the United States
-
J. K. Rowling
-
Juventus F.C.
-
Italian diaspora
-
Life of Pi
-
Pub
-
Lidl
-
Book scanning
-
English as a second or foreign language
-
Microsoft Surface
-
The Adventures of Tintin
-
United States fiscal cliff
-
Peer-to-peer lending
-
Pinterest
-
PayPal
-
Italian dialects
-
The Right Honourable
-
High-speed rail
-
Expatriate
-
Cesare Beccaria
|
WIKIMAG n. 2 - Gennaio 2013
English as a second or
foreign language
Text is available under the
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English as a second language (ESL) is the use or study
of
English by speakers with different
native languages. It is also known as English for speakers of other
languages (ESOL), English as an additional language (EAL), and English
as a foreign language (EFL). 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 as a
second language, but they may also be used in relation to
demographic information.[citation
needed]
English language teaching (ELT) is a widely used teacher-centred
term, as in the English language teaching divisions of large publishing
houses, ELT training, etc.
Teaching English as a second language (TESL), teaching English to
speakers of other languages (TESOL) and
teaching English as a foreign language (TEFL) are also used.[citation
needed]
Other terms used in this field include
English as an international language (EIL),
English as a lingua franca (ELF), English for special purposes, or
English for specific purposes (ESP),
English for academic purposes (EAP). Those who are learning English
are often referred to as
English language learners (ELL).
Terminology and
types
The many
acronyms and
abbreviations used in the field of English teaching and learning may
be confusing. English is a language which has 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
live in an English-speaking country and for those who do not. 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 the
United Kingdom, 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.[citation
needed]) The following technical definitions may
therefore have their currency contested.
English outside English-speaking countries
EFL, English as a foreign language, indicates the teaching 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 that they visit as a sort of educational tourist,
particularly immediately 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 one works 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 (what
linguist
Braj Kachru calls the "expanding circle countries"); it may also be
supplemented by lessons paid for privately. Teachers of EFL generally
assume that students are
literate in their
mother tongue. The Chinese EFL Journal[1]
and Iranian EFL Journal[2]
are examples of international journals dedicated to specifics of English
language learning within countries where English is used as a foreign
language.
English within English-speaking countries
The other broad grouping is the use of English within the
Anglosphere. In what theorist
Braj Kachru calls "the inner circle", i.e. countries such as the
United Kingdom and the United States, this use of English is generally
by
refugees,
immigrants and their children. It also includes the use of English
in "outer circle" 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 criticized 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. There are also other terms that it may be referred to
in the US including; ELL (English Language Learner) and CLD (Culturally
and Linguistically Diverse).
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, people usually use the term EAL (English as an additional
language), rather than ESOL, when talking about primary and secondary
schools, in order to clarify English is not the students' first
language, but their second or third.[3]
Other acronyms were created to describe the person rather than the
language to be learned. The term LEP (Limited English proficient) was
first used in 1975 by the Lau Remedies following a decision of the
US Supreme Court. ELL (English Language Learner), used by United
States governments and school systems, was created by James Crawford of
the Institute for Language and Education Policy in an effort to label
learners positively, rather than ascribing a deficiency to them.
Recently, some educators have shortened this to EL - English Learner.
Typically, a student learns this sort of English 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 extremely rare.
Particularly in Canada and Australia, the term ESD (English as
a second
dialect) is used alongside ESL, usually in reference to programs for
aboriginal
Canadians or
Australians.[4]
The term refers to the use of standard English by speakers of a
creole or non-standard variety. It is often grouped with ESL as
ESL/ESD.
Umbrella terms
All these ways of denoting the teaching of 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. This is also the
case in Canada.
British English uses ELT (English language teaching), because
TESOL has a different, more specific meaning; see above.
Systems
of simplified English
Several models of "simplified English" have been suggested or
developed for international communication, among them:
-
Basic English, developed by
Charles Kay Ogden (and later also
I. A. Richards) in the 1930s; a recent revival has been
initiated by Bill Templer[5]
- Threshold Level English, developed by van Ek and Alexander[6]
-
Globish, developed by Jean-Paul Nerrière
- Basic Global English, developed by Joachim Grzega[7]
- Nuclear English, proposed by
Randolph Quirk and Gabriele Stein but never fully developed[8]
Difficulties for learners
Language teaching practice often assumes that most of the
difficulties that learners face in the study of
English are a consequence of the degree to which their native
language differs from English (a
contrastive analysis approach). A native speaker of
Chinese, for example, may face many more difficulties than a native
speaker of
German, because German is more closely related to English than
Chinese is. This may be true for anyone of any
mother tongue (also called first language, normally abbreviated L1)
setting out to learn any other language (called a
target language, second language or L2). See also
second language acquisition (SLA) for mixed evidence from linguistic
research.
Language learners often produce errors of
syntax,
vocabulary and
pronunciation thought to result 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 transfer or "language interference". However, these
transfer effects are typically stronger for beginners' language
production, and SLA research has highlighted many errors which cannot be
attributed to the L1, as they are attested in learners of many language
backgrounds (for example, failure to apply 3rd
person present singular -s to verbs, as in 'he make').
Some students may have very different cultural perceptions in the
classroom as far as learning a second language is concerned. Also,
cultural differences in communication styles and preferences are
significant. For example, a study looked at Chinese ESL students and
British teachers and found that the Chinese learners did not see
classroom discussion and interaction as important but placed a heavy
emphasis on teacher-directed lectures.[9][10]
Pronunciation
English contains a number of sounds and sound distinctions not
present in some other languages. Speakers of languages without these
sounds may have problems both with hearing and with pronouncing them.
For example:
Languages may also differ in
syllable structure; English allows for a
cluster of up to three consonants before the vowel and five after it
(e.g., straw, desks, glimpsed, sixths).
Japanese, for example, broadly alternates consonant and vowel sounds
so learners from Japan often try to force vowels in between the
consonants (e.g., desks becomes "desukusu" or milk
shake becomes "mirukushēku").
Grammar
- Tense, aspect, and mood - English has a relatively large
number of
tense–aspect–mood forms with some quite subtle differences, such
as the difference between the simple past "I ate" and the present
perfect "I have eaten." Progressive and perfect progressive forms
add complexity. (See
English verbs.)
- Functions of auxiliaries - Learners of English tend to
find it difficult to manipulate the various ways in which English
uses
auxiliary verbs. These include negation (e.g. He hasn't been
drinking.), inversion with the subject to form a question (e.g.
Has he been drinking?), short answers (e.g. Yes, he has.)
and
tag questions (has he?). A further complication is that
the dummy auxiliary verb do /does /did is added
to fulfil these functions in the simple present and simple past, but
not to replace the verb to be (He drinks too much./Does
he? but He is an addict/Is he?)
- Modal verbs - English has several
modal auxiliary verbs, which each have a number of uses. These
verbs convey a special sense or mood such obligation, necessity,
ability, probability, permission, possibility, prohibition,
intention etc. These include "must", "can", "have to", "has to",
"need to", "will", "shall", "ought to", "will have to" , "may", and
"might".
- For example, the opposite of "You must be here at 8"
(obligation) is usually "You don't have to be here at 8" (lack of
obligation, choice). "Must" in "You must not drink the water"
(prohibition) has a different meaning from "must" in "You must have
eaten the chocolate" (deduction). This complexity takes considerable
work for most English language learners to master.
- All these modal verbs or "modals" take the first form of the
verb after them. These modals do not have past or future inflection
i.e they do not have past or future tense.
- Idiomatic usage - English is reputed to have a relatively
high degree of
idiomatic
usage.[citation
needed] For example, the use of different main
verb forms in such apparently parallel constructions as "try to
learn", "help learn", and "avoid learning" pose difficulty for
learners. Another example is the idiomatic distinction between
"make" and "do": "make a mistake", not "do a mistake"; and "do a
favor", not "make a favor".
- Articles - English has two forms of
article: the (the
definite article) and a, an (the
indefinite article). In addition, at times English nouns can or
indeed must be used without an article; this is called the
zero article. Some of the differences between definite,
indefinite and zero article are fairly easy to learn, but others are
not, particularly since a learner's native language may lack
articles or use them differently from English. Although the
information conveyed by articles is rarely essential for
communication, English uses them frequently (several times in the
average sentence) so that they require some effort from the learner.
Vocabulary
- Phrasal verbs -
Phrasal verbs (also known as multiple-word verbs) in English can
cause difficulties for many learners because they have several
meanings and different syntactic patterns. There are also a number
of phrasal verb differences between American and British English.
- Prepositions - As with many other languages, the correct
use of
Prepositions in the English language frequently creates
confusion and it can turn out to be quite a frustrating learning
experience for ESL/EFL learners. For example, the prepositions "on"
(rely on, fall on), "of" (think of, because of, in the vicinity
of),and "at" (turn at, meet at, start at) are used in so many
different ways and contexts, it is very difficult to remember the
exact meaning for each one. Furthermore the same words are often
used as adverbs (come in, press on, listen in, step in) as part of a
compound verb (make up, give up, get up, give in, turn in, put on),
or in more than one way with different functions and meanings (look
up, look on, give in) (He looked up her skirt/He looked up
the spelling; He gave in his homework/First he refused
but then he gave in; He got up at 6 o'clock/He got up
the hill/He got up a nativity play). When translating
back to the ESL learners' respective L1, a particular preposition's
translation may be correct in one context, but when using the
peposition in another context, the meaning is sometimes quite
different. One "of" my friends translates to (transliterated) "wahed
"min" isdiqa'i" in Arabic. "Min" is the Arabic word for "from" ....
so one "from" my friends. "I am 'on' page 5" translates to "ich bin
'auf' Seite 5" in German just fine but in Arabic it is "Ana 'fee'
safha raqm 5" .... I am "in" page 5.
- Word derivation -
Word derivation in English requires a lot of
rote learning. For example, an adjective can be negated by using
the
prefixes un- (e.g. unable), in- (e.g.
inappropriate), dis- (e.g. dishonest), non-
(non-standard) or a- (e.g. amoral), or several rarer
prefixes.
- Size of lexicon - The
history of English has resulted in a very large vocabulary,
including one stream from
Old English and one from the
Norman infusion of
Latin-derived
terms. (Schmitt & Marsden claim that English has one of the largest
vocabularies of any known language.) This requires more work for a
learner to master the language.
- Collocations -
Collocations in English refer to the tendency for words to occur
regularly with others. For example, nouns and verbs that go together
(ride a bike/ drive a car). Native speakers tend to use chunks of
collocations and the ESL learners make mistakes with collocations in
their writing/speaking which sometimes results in awkwardness.
- Slang and Colloquialisms In most native English speaking
countries, large numbers of slang and colloquial terms are used in
everyday speech. Many learners may find that classroom based English
is significantly different from how English is spoken in normal
situations. This can often be difficult and confusing for learners
with little experience of using English in Anglophone countries.
Also, slang terms differ greatly between different regions and can
change quickly in response to popular culture. Some phrases can
become unintentionally rude if misused.
Differences between spoken and written English
As with most languages, written language tends to use a more formal
register than
spoken language. The acquisition of
literacy takes significant effort in English.
- Spelling and pronunciation: probably the biggest
difficulty for non-native speakers, since the relation between
English spelling and pronunciation does not follow the
alphabetic principle consistently. Because of the many changes
in pronunciation which have occurred since a written standard
developed, the retention of many historical idiosyncrasies in
spelling, and the large influx of foreign words (mainly from
Danish,
Norman French,
Classical Latin and
Greek) with different and overlapping spelling patterns,[11]
English spelling and pronunciation are difficult even for native
speakers to master. This difficulty is shown in such activities as
spelling bees that generally require the memorization of words.
The generalizations that exist are quite complex and there are many
exceptions, leading to a considerable amount of
rote learning. The spelling and pronunciation system causes
problems in both directions: a learner may know a word by sound but
be unable to write it correctly (or indeed find it in a dictionary)
or they may see a word written but not know how to pronounce it or
mislearn the pronunciation. However, despite the variety of spelling
patterns in English, there are dozens of rules that are 75% or more
reliable.[12]
For further discussion of English spelling patterns and rules,
see
Phonics.
Varieties of
English
Teaching English therefore involves not only helping the student to
use the form of English most suitable for his purposes, but also
exposure to regional forms and cultural styles so that the student will
be able to discern meaning even when the words, grammar or pronunciation
are different to the form of English he is being taught to speak.
Social
challenges and benefits
Class placement
ESL students often suffer from the effects of
tracking and
ability grouping. Students are often placed into low ability groups
based on scores on
standardized tests in English and Math.[13]
There is also low mobility among these students from low to high
performing groups, which can prevent them from achieving the same
academic progress as
native speakers.[13]
Similar tests are also used to place ESL students in college level
courses. Students have voiced frustration that only non-native students
have to prove their language skills, when being a native speaker in no
way guarantees college level academic literacy.[14]
Studies have shown that these tests can cause different passing rates
among linguistic groups regardless of high school preparation.[15]
Dropout rates
Dropout rates for ESL students in multiple countries are much higher
than dropout rates for native speakers.
The National Center for Educational Statistics (NCES) in the United
States reported that the percentage of dropouts in the non-native born
Hispanic youth population between the ages of 16 and 24 years old is
43.4%.[16]
A study in
Canada found that the high school dropout rate for all ESL students
was 74%.[17]
High dropout rates are thought to be due to difficulties ESL students
have in keeping up in mainstream classes, the increasing number of ESL
students who enter middle or high school with interrupted prior formal
education, and accountability systems.[16]
The accountability system in the US is due to the
No Child Left Behind Act. Schools that risk losing funding, closing,
or having their principals fired if test scores are not high enough
begin to view students that do not perform well on standardized tests as
liabilities.[18]
Because dropouts actually increase a school’s performance, critics claim
that administrators let poor performing students slip through the
cracks. A study of
Texas
schools operating under No Child Left Behind found that 80% of ESL
students did not graduate from high school in five years.[18]
Access to
higher education
ESL students face several barriers to
higher education. Most
colleges
and
universities require four years of English in high school. In
addition, most colleges and universities only accept one year of ESL
English.[14]
It is difficult for ESL students that arrive in the United States
relatively late to finish this requirement because they must spend a
longer time in ESL English classes in high school, or they might not
arrive early enough to complete four years of English in high school.
This results in many ESL students not having the correct
credits
to apply for college, or enrolling in
summer school to finish the required courses.[14]
ESL students can also face additional financial barriers to higher
education because of their language skills. Those that don’t place high
enough on college placement exams often have to enroll in ESL courses at
their universities. These courses can cost up to $1,000 extra, and can
be offered without credit towards graduation.[14]
This adds additional financial stress on ESL students that often come
from families of lower
socioeconomic status. The latest statistics show that the
median household income for school-age ESL students is $36,691 while
that of non-ESL students is $60,280.[19]
College tuition has risen sharply in the last decade, while family
income has fallen. In addition, while many ESL students receive a
Pell Grant, the maximum grant now only covers about a third of the
cost of college.[20]
Interaction with native speakers
ESL students often have difficulty interacting with native speakers
in school. ESL students avoid interactions with native speakers because
of their frustration or embarrassment at their English ability.
Immigrant students often also lack knowledge about
pop culture, which limits their conversations with native speakers
to academic topics.[21]
In classroom group activities with native speakers, ESL students often
do not participate, again because of embarrassment of their English, but
also because of cultural differences which value silence and individual
work at school over social interaction and talking in class.[13]
These interactions have been found to extend to teacher-student
interactions as well. In most
mainstream classrooms, teacher led discussion is the most common
form of lesson. In this setting, ESL students will fail to participate,
and often have difficulty understanding teachers because they talk too
fast, do not use visual aids, or use native
colloquialisms. ESL students also have trouble getting involved with
extracurricular activities with native speakers for similar reasons.
Students fail to join extra-curricular activities because of the
language barrier, cultural emphasis of academics over other
activities, or failure to understand traditional pastimes in their new
country.[21]
Social benefits
Supporters of ESL programs claim they play an important role in the
formation of peer networks and adjustment to school and society in their
new homes. Having class among other students learning English as a
second language relieves the pressure of making mistakes when speaking
in class or to
peers.
ESL programs also allow students to be among others who appreciate their
native language and
culture,
the expression of which is often not supported or encouraged in
mainstream settings. ESL programs also allow students to meet and form
friendships with other non-native speakers from different cultures,
promoting racial
tolerance and
multiculturalism.[21]
Exams for learners
Learners of English are often keen to get accreditation and a number
of exams are known internationally:[22]
- TOEFL
(Test of English as a Foreign Language), an
Educational Testing Service product, developed and used
primarily for academic institutions in the USA, and now widely
accepted in tertiary institutions in Canada, New Zealand, Australia,
the UK, South Korea, and Ireland. The current test is an
Internet-based test, and is thus known as the TOEFL iBT. Used as a
proxy for
English for Academic Purposes.
-
iTEP (International Test of English Proficiency), developed by
former
ELS Language Centers President Perry Akins' Boston Educational
Services, and used by colleges and universities such as the
California State University system. iTEP Business is used by
companies, organizations and governments, and iTEP SLATE (Secondary
Level Assessment Test of English) is designed for middle and high
school-age students.
-
PTE Academic (Pearson Test of English Academic), a
Pearson product, measures reading, writing, speaking and
listening as well as grammar, oral fluency, pronunciation, spelling,
vocabular and written discourse. The test is computer-based and is
designed to reflect international English for academic admission
into any university requiring English proficiency.
- TOEIC
(Test of English for International Communication), an Educational
Testing Service product for
Business English used by 10,000 organizations in 120 countries.
Includes a listening and reading test as well as a speaking and
writing test introduced in selected countries beginning in 2006.
-
Trinity College London ESOL offers the Integrated Skills in
English (ISE) series of 5 exams which assesses reading, writing,
speaking and listening and is accepted by academic institutions in
the UK. They also offer Graded Examinations in Spoken English
(GESE), a series of 12 exams, which assesses speaking and listening,
and ESOL Skills for Life and ESOL for Work exams in the UK only.
-
University of Cambridge ESOL Examinations offers a suite of
eighteen globally available examinations including General English:
Key English Test (KET),
Preliminary English Test (PET),
First Certificate in English (FCE),
Certificate in Advanced English (CAE) and
Certificate of Proficiency in English (CPE).
-
London Tests of English from
Pearson Language Tests, a series of six exams each mapped to a
level from the Common European Framework (CEFR-
see below)
-
Secondary Level English Proficiency test
- MTELP
(Michigan Test of English Language Proficiency), is a language
certificate measuring a students English ability as a second or
foreign language. Its primary purpose is to assess a learner's
English language ability at an academic or advanced business level.
Many countries also have their own exams. ESOL learners in England,
Wales and Northern Ireland usually take the national
Skills for Life qualifications, which are offered by several
exam boards. EFL learners in
China may take the
College English Test. In Greece English students may take the PALSO
(PanHellenic Association of Language School Owners) exams.
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 (CEF) divides language learners into
three levels:
- A. Basic User
- B. Independent User
- C. Proficient User
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:
Qualifications for teachers
Non-native
speakers
Most people who teach English are in fact not native speakers. They
are
state school teachers in countries around the world, and as such
they hold the relevant
teaching qualification of their country, usually with a
specialization in teaching English. For example, teachers in
Hong
Kong hold the
Language Proficiency Assessment for Teachers. Those who work in
private
language schools may, from commercial pressures, have the same
qualifications as native speakers (see below). Widespread problems exist
of minimal qualifications and poor quality providers of training, and as
the industry becomes more professional, it is trying to self-regulate to
eliminate these.[24]
United
States qualifications
Most U.S. instructors at
community colleges private language schools and
universities qualify to teach English to adult non-native speakers
by completing a
Master of Arts (MA) in TESOL. Other degrees may be a Master in Adult
Education and Training or Applied Linguistics.[citation
needed]. This degree also qualifies them to teach
in most EFL contexts.
In many areas of the
United States, a growing number of K-12 public 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. This state licensing requires substantial practical
experience as well as course work. In some states, an additional
specialization in ESL/ELL is required. This may be called an
"endorsement". Endorsement programs may be part of a graduate program or
may be completed independently to add the endorsement to the initial
teaching certificate.
An MA in TESOL may or may not meet individual state requirements for
K-12 public school teachers. It is important to determine if a graduate
program is designed to prepare teachers for adult education or K-12
education.
The MA in TESOL typically includes second language acquisition
theory, linguistics, pedagogy, and an internship. A program will also
likely have specific classes on skills areas such as reading, writing,
pronunciation, and grammar. Admission requirements vary and may or may
not require a background in education and/or language.
In addition to traditional classroom teaching methods, speech
pathologists, linguists, actors, and voice professionals are actively
involved in teaching pronunciation of American English—called accent
improvement, accent modification, and accent reduction—and serve as
resources for other aspects of spoken English, such as word choice.
It is important to note that the issuance of a teaching certificate
or license for K-12 teachers is not automatic following completion of
degree requirements. All teachers must complete a battery of exams
(typically the
Praxis test or a specific state test subject and method exams or
similar, state-sponsored exams) as well as supervised instruction as
student teachers. Often, ESL certification can be obtained through
extra college coursework. ESL certifications are usually only valid when
paired with an already existing teaching certificate. Certification
requirements for ESL teachers vary greatly from state to state;
out-of-state teaching certificates are recognized if the two states have
a reciprocity agreement.
British
qualifications
Common, respected qualifications for teachers within the
United Kingdom's sphere of influence include certificates and
diplomas issued by
Trinity College London ESOL and
University of
Cambridge ESOL (henceforth Trinity and Cambridge).
A certificate course is usually undertaken before starting to teach.
This is sufficient for most EFL jobs (see
TEFL for an extended discussion of travel-teaching) and for some
ESOL ones.
CertTESOL (Certificate in Teaching English to Speakers of Other
Languages), issued by Trinity, and
CELTA
(Certificate in English Language Teaching to Adults), issued by
Cambridge, are the most widely taken and accepted qualifications for new
teacher trainees. Courses are offered in the UK and in many countries
around the world. It is usually taught full-time over a one-month period
or part-time over a period up to a year.
Teachers with two or more years of teaching experience who want to
stay in the profession and advance their career prospects (including
school management and teacher training) can take a diploma course.
Trinity offers the Trinity Licentiate Diploma in Teaching English to
Speakers of Other Languages (DipTESOL)
and Cambridge offers the Diploma in English Language Teaching to Adults
(DELTA).
These diplomas are considered to be equivalent and are both accredited
at level 7 of the revised
National Qualifications Framework. Some teachers who stay in the
profession go on to do an
MA in a relevant discipline such as
applied linguistics or ELT. Many UK
master's degrees require considerable experience in the field before
a candidate is accepted onto the course.
The above qualifications are well-respected within the UK EFL sector,
including private
language schools and
higher education language provision. 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. post-compulsory or
further education), teachers need to have the Certificate in Further
Education Teaching Stage 3 at level 5 (of the revised NQF) and the
Certificate for ESOL Subject Specialists at level 4. Recognised
qualifications which confer one or both of these include a
Postgraduate Certificate in Education (PGCE) in ESOL, the CELTA
module 2 and
City & Guilds 9488. Teachers of any subject
within the British state sector are normally expected to hold a
PGCE, and may choose to specialise in ELT.
South
Korea qualifications
To teach English in the Republic of Korea as an ESL teacher, one must
be a native speaker from an English-speaking country. This includes the
United Kingdom, United States, Canada, Australia, New Zealand, Nigeria,
Jamaica, Ghana, South Africa, and Ireland. For most public schools, only
citizens of the US, UK, Australia, Ireland, New Zealand, Canada, and
South Africa are accepted due to visa regulations.
One must have a Bachelor's or Master's degree in any field and must
complete 10 years of education in one of the ten accepted countries
(from grade 6 to university). One must have no criminal record (minor
offenses such as traffic violations will be examined by the immigration
office as well).
Teaching experience or language certificates (TESOL/TEFL/TESL/CELTA)
are not required, but would be an aiding factor.
Chile
qualifications
Native speakers will often be able to find work as an English teacher
in Chile without an ESL teaching certificate. However, many private
institutes give preference to teachers with a TEFL, CELTA or TOESL
certificate. The Chilean Ministry of Education also sponsors the
English Opens Doors program, which recruits native English speakers
to come work as teaching assistants in Chilean public schools. English
Opens Doors requires only a Bachelors degree in order to be considered
for acceptance.
Professional associations and unions
- Teachers of English to Speakers of Other Languages (TESOL
Inc.) is a
professional organization based in the United States. In
addition, there are many large state-wide and regional affiliates,
see below.
- The International Association of Teachers of English as a
Foreign Language (IATEFL)
is a professional organization based in the United Kingdom.
- Professional organisations for teachers of English exist at
national levels. Many contain phrases in their title such as the
Japan Association for Language Teaching (JALT),
TESOL Greece in
Greece,
or the
Society of Pakistan English Language Teachers (SPELT).
Some of these organisations may be bigger in structure
(supra-national, such as TESOL Arabia in the
Gulf states), or smaller (limited to one city, state, or
province, such as
CATESOL in
California). Some are affiliated to TESOL or IATEFL.
- The National Association for Teaching English and other
Community Languages to Adults (NATECLA)
which focuses on teaching ESOL in the United Kingdom.
-
National Union of General Workers is a
Japanese union which includes English teachers.
-
University and College Union is a British
trade union which includes lecturers of ELT.
Acronyms
and abbreviations
See also:
Language education for information on general language teaching
acronyms and abbreviations.
Types of English
- BE -
Business English
- EAL - English as an additional language. The use of this
term is restricted to certain countries. See the discussion in
Terminology and types.
- EAP -
English for academic purposes
- EFL - English as a foreign language. English for use in a
non-English-speaking region, by someone whose first language is not
English. See the discussion in
Terminology and types.
- EIL - English as an
international language (see main article at
International English)
- ELF - English as a
lingua franca
- ELL - English language learner. The use of this term is
restricted to certain countries. See the discussion in
Terminology and types.
- ELT - English language teaching. The use of this term is
restricted to certain countries. See the discussion in
Terminology and types.
- ESL - English as a second language. 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.
- ESOL - English for speakers of other languages. This term
is used differently in different countries. See the discussion in
Terminology and types.
- ESP -
English for specific purposes, or English for special purposes
(e.g. technical English, scientific English, English for medical
professionals, English for waiters).
- EST - English for science and technology (e.g. technical
English, scientific English).
- TEFL -
Teaching English as a foreign language. This link is to a page
about a subset of TEFL, namely travel-teaching. More generally, see
the discussion in
Terminology and types.
- TESL - Teaching English as a second language. The use of
this term is restricted to certain countries. See the discussion in
Terminology and types.
- TESOL - Teaching English to speakers of other languages,
or Teaching English as a second or other language. See the
discussion in
Terminology and types.
- TYLE - Teaching Young Learners English. Note that "Young
Learners" can mean under 18, or much younger.
Other
abbreviations
- BULATS - Business Language Testing Services, a
computer-based test of business English, produced by CambridgeEsol.
The test also exists for French, German, and Spanish.
- CELT - Certificate in English Language Teaching,
certified by the National Qualifications Authority of Ireland
(ACELS).
-
CELTA - Certificate in English Language Teaching to Adults
-
CELTYL - Certificate in English Language Teaching to Young
Learners
-
DELTA - Diploma in English Language Teaching to Adults
-
ECPE - Examination for the Certificate of Proficiency in
English
-
IELTS - International English Language Testing System
-
LTE - London Tests of English by
Pearson Language Tests
-
TOEFL - Test of English as a Foreign Language
-
TOEIC - Test of English for International Communication
-
UCLES -
University of Cambridge Local Examinations Syndicate, an exam
board
See also
Language
terminology
General language teaching and learning
English language teaching and learning
Contemporary
English
Dictionaries and resources
Statistics
EF English Proficiency Index
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1)
scrivi
le parole inglesi dentro la
striscia gialla 2)
seleziona il testo 3)
clicca "Ascolta il testo"
DA INGLESE A ITALIANO
Inserire
nella casella Traduci la parola
INGLESE e cliccare
Go.
DA ITALIANO A INGLESE
Impostare INGLESE anziché italiano e
ripetere la procedura descritta.
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