Teaching in ESL and EFL Contexts: Is there a Difference - Essay Example

? Teaching in ESL and EFL contexts: Is there a difference Task: Outline Running Header: TEACHING IN ESL AND EFL CONTEXTS: IS THERE A DIFFERENCE 1 1 Teaching in ESL and EFL contexts: Is there a difference 1 TEACHING IN ESL AND EFL CONTEXTS: IS THERE A DIFFERENCE 2 2 Abstract 3 TEACHING IN ESL AND EFL CONTEXTS: IS THERE A DIFFERENCE 14 3 Directed studies in TESOL 4 Introduction 4 Definition of TESOL and its brief history 4 Differences in ESL and EFL contexts 6 Understanding the application of both ESL and EFL in the teaching and learning process 8 Advantages of both ESL and EFL 9 The future development of both ESL and EFL 10 Conclusion 12 References 13 Abstract The main aim of this essay is to establish the major differences between ESL and EFL. 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 audience. The target participants of the subject in question include both students and teachers who are involved in the teaching and learning process. The main methods that will be used in the collection of data include interviews and questionnaires. Additionally, the data will be analyzed using statistical software. Similarly, the implication of the essay is to provide findings and give recommendation regarding the research question. Directed studies in TESOL Introduction Definition of TESOL and its brief history Both ESL and EFL studies are conducted largely in the world. ESL (English as a second language) and EFL (English as a foreign language) have very many similarities and differences. Before getting a clear understanding on the teaching in ESL and EFL, one has to understand the origin of TESOL, which is the greatest contributor to ESL and EFL. Incorporated in 1966, TESOL is a global association for English language headquartered in USA, Virginia and many other developed countries. In addition, it includes professional teachers in the field of English, by this; the leaners are able to get a quality education. It consist a network of approximately 50,000 educators worldwide. Additionally, ESL and EFL consist of 10,000 individual members. Discipline is highly maintained, and professionalism is their way of work. On the other hand, both ESL and EFL provides serial publications to its members, it also provides electronic sources on current issues and opportunities and ideas in the field of English language teaching (Brown, 2007). Known for its annual convention, workshops and symposia that it conducts every year, both ESL and EFL is the best in professional development opportunity English language educators, in the world. 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. On the contrary, this essay is focused mainly in ESL and EFL contexts: Is there a difference. Interpretation However, both EFL and ESL have missions and values that guide them, by this mission and values students are able to get a good environment for teaching and learning. Students are able to learn effectively and efficiently. ESL and EFL believe in professionalism, in language education (Schoepp, 2001). By this, they are able to know that with teaching in a professional way then they are able to nature 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 leaners to research and practice then they are improving their English knowledge (Nunan, 1998). They make English practical hence, being easy for the learner to understand. By this, leaners are able to grasp a lot of information in both EFL and ESL field that will help them in improving English in both EFL and ESL. The interaction between the leaner and the professional teacher also makes it easier and memorable for the leaner. This puts a sense of motivation to the leaner. In concurrence, 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 their nature of diversity in both ESL and EFL, TESOL deals with people from different races and culture. This can be a big problem if respect for all this diverse culture and races is not in place. 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 this 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 his/her English skills. It mostly occurs when one 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 (Nunan, 1998). On the other hand, people who take English as a foreign language, have no idea on how to neither write nor read in English. To them English is a very new language. The people who would mostly want to work in the European Countries do 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, a study shows that English is widely spoken and by this, many people would wish to be well acquainted with it. On the other hand, English as a second language is mostly for people who would wish to learn more about English. A good example is for a teacher who would wish to teach English to many students. This teacher is required to know almost everything that concerns English. This teacher will consider doing 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 for easy communication. For example, USA is a country known to be English speaking. Many if not all of its citizens must be able to speak, hear and write in English (Vellenga, 2004). By this, it becomes like a necessity to learn English. English as a second language comes in handy for the citizens and immigrants in the USA. In order for the immigrants leaving in such a country to prolong their stay (USA), they learn English as a second language to enable them not to return their native/original home. By them feeling like outcasts, (when unable to speak in English) makes many of them to return to their native homes. After that, he/she is able to teach it because he/she is qualified and well trained. Many people study English for various reasons and purposes. They also use different modes of studying, a 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 speakers 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 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 of studying a foreign language. In this case, an educator must have the capacity to restore their motivation back by encouraging the students by telling them 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 bit of it (Schoepp, 2001) to enable them learn English faster as compared to students of ESL. However, many teachers tend to make English alive or living, this is by, exposing the leaners to field trips and using non-traditional teaching materials such as pen pals. The professional teachers try to explain to their leaners that, English is not just a set of rules but also something living and enjoyable (Schoepp, 2001). In addition, they make the leaners enjoy what they teaching in their classrooms. Students who use EFL methods to learn have various reasons of doing it. Many students interest is build from social internet sites. They would like to communicate to the other people but cannot; this is because they do not speak the same language unlike the students using the ESL methods. By this, the students seek help from institutions that offer EFL and in return, they are able to speak, hear and write in English (Brown, 2007). Additionally, this eradicates the language barrier that was their before. EFL classes are mostly for people who come from a community or country where English is neither spoken, neither heard nor written. These communities tend to use their native language as a mode of communication unlike the people pursuing ESL. By this, they see no importance of learning English. However, when one of their own gets exposed to the outside of the community, he/she has a quest of learning English. This is so because, of the necessity to communicate with the other people who are not from their community. Understanding the application of both ESL and EFL in the teaching and learning process On the contrary, students taking ESL classes are able to write, speak and read English and by this, they have no language barriers like 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 (Vellenga, 2004). 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. Advantages of both ESL and EFL In many countries, tourism is a major way of making your students successful in life. However, other 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 (Nunan, 1998). 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 leaners get to listen to these English songs, they translate the sounds to words and the words to a meaningful sentence. In addition, the leaners 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 leaners. Linguistic reasons, cognitive reasons and affective reasons help demonstrate how using songs can improve EFL and ESL in the learners’ environment (Brown, 2007). 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 leaners. The future development of both ESL and EFL However, research suggests that inappropriate word choice arising from ignorance of semantic prosody is mostly common with ESL and EFL learners. By this, they suggested that integrating semantic harmony to ESL and EFL would be the right thing to do (Vellenga, 2004). 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 don 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 (Nunan, 1998). However, teachers are to know the interest of their students because it is essential. Apparently, this is more evident among the experienced teachers, they advice 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 wonder. By this, 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 instill 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 (Brown, 2007). 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 on the role of the questions the students answer. In every language course book, 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 (Brown, 2007). To achieve this completely, teachers need to encourage their students to read texts and materials they are given. This shows the students that, those 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 leaners (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 about topics outside class, but help one another in the school topics (Schoepp, 2001). This is possible because not every student has the same brain capability; some students are sharp while others are not sharp when it comes to the education aspect. Conclusion In conclusion, both ESL and EFL have similarities and differences, they both fall under TESOL. However, the three techniques should be in action in order to get the best outcome during the teaching process. The three techniques involve, media techniques, problem solving technique and the debate techniques. In addition, teachers or instructors should take time in preparing for their classes and next lessons. Teachers should also take a keen interest in the discussion questions posed after every topic. By this, they are able to get the students attention, in class, when the lecture is in progress. However, EFL modes of teaching work best on the 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 quest of people who wish to know and study English for their personal interests. References English Study Direct. (n.d.). English Study Direct:  ESL/ EFL/ELT/TESOL Online Courses, TOEFL & IELTS Online, free ELT Online Web Resources. Retrieved from http://www.englishstudydirect.com/ Halvorsen-Incorporating Critical Thinking Skills Development into ESL/EFL Courses (TESL/TEFL). (n.d.). Internet TESL Journal (For ESL/EFL Teachers). Retrieved from http://iteslj.org/Techniques/Halvorsen-CriticalThinking.html Vellenga, H. (2004). Learning Pragmatics from ESL & EFL Textbooks: How Likely? North Arizona University. Retrieved March 13, 2012, from http://tesl-ej.org/ej30/a3.html Schoepp, K. (2001). Reasons for Usings Songs in the ESL/EFL Classroom (TESL/TEFL). Internet TESL Journal (For ESL/EFL Teachers). Retrieved March 13, 2012, from http://iteslj.org/Articles/Schoepp-Songs.html Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to language Pedagogy (3rd edition). New York: Person Longman. Nunan, D. (1998). Second Language Learning and Teaching. 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