English instruction methods

This page explains the differences between the two main English language teaching contexts: EFL and ESL.

Introduction

Almost all the older ESL students who start at a new school have had English lessons at their previous school. They come, therefore, with some expectations of how English should be taught.

So they may be surprised to find that the methods used at the new school are different from those they are familiar with. And their surprise may be shared by their parents!

Basic methodological differences

Of course,@ there are many different reasons for learning English and many different contexts in which English is learned. So it should not be surprising that there is a large variety of methods. ~ We cannot expect that one teaching method will be appropriate for all learners in all situations.

Despite the large number of different learning situations, however, it is possible to separate out two basic methodological differences:

learning English as a foreign language (EFL)
learning English as a second language (ESL)

Learning English as a foreign language (EFL)

@@ In an EFL situation, the learner learns English inside a classroom, but continues to speak her own language when she leaves the classroom. ~~ For example, a Korean girl learning English in a Korean school must understand and speak English only during her English lessons - perhaps 3 times a week.

The rest of her day in school and at home she will speak her own language. It doesn't matter if she doesn't know much English or if she learns slowly. This will not affect her day-to-day life in and out of school

In many EFL situations, English is taught in a traditional way; i.e. based on the learning, step-by-step, of a number of grammatical features in supposed order of difficulty.

A more modern EFL teaching philosophy has students learning how to communicate in a number of different situations, such as asking the way in a new town or making arrangements for the weekend, etc.

Learning English as a second language (ESL)

@@@ In an ESL situation, the student is learning English within an English environment, i.e. in a school where English is the language of instruction and in a country where English is the first language of most citizens.~~~ Therefore, the student needs to understand and speak English outside of the classroom too.

An example of an ESL situation is a Vietnamese child who emigrates with his family to America. He speaks Vietnamese at home with his parents, but during the rest of the day at school, he must speak English. Until he learns enough English, he will find it very difficult to keep up with his school work. He might even find it difficult to make friends.

In an ESL context, students are typically helped to learn the general conversational English they need to feel comfortable in school, to make and communicate with new friends and so be able to play a full part in the school's artistic, sporting and social life.

Most importantly, they are also taught the kind of English language and academic skills that will help them to be successful in their other classes such as history and science which are all taught in English. Helping students to acquire a strong academic vocabulary is very important aspect of ESL instruction.

Language learning in an international school

Non-native English students who attend an English-medium international school are learning English in an ESL context. But when the school is in a non-English country, the situation is a little different. This is because an additional language is involved, namely the language of the host country.

This complicates matters for the ESL student because he now has a second new language to learn. So, for example, an Iraqi student at an international school in Frankfurt has to learn German at the same time as learning English.

Nevertheless, it is important for students to have enough of the host country's language to be able to participate in the social, sporting and cultural life of that country.

In any case, the Iraqi student learning German as an additional language in an international school will be in the same position and starting point as an American student in the same class. This is a good thing and certainly not true for most of the other subjects.

Conclusion

This page contrasts the typical instructional content of EFL and ESL programs. When students move from a traditional EFL learning context to an ESL context, it is little wonder that they are often surprised by what and how they are taught English in their new school.