TESOL: Concepts, Definitions and Debates

What is TESOL?
TESOL stands for Teaching English to Speakers of Other Languages and is often used to
refer to situations where:

● English is taught as a second language (L2) and

● English is taught as a foreign language (FL).

It is also used to refer to English language teaching (ELT). As we talk about TESOL, you
need to be acquainted with the term applied linguistics because it is a discipline
encompassing language acquisition and use. Applied linguistics covers second and
foreign language learning, literacy, speech pathology, deafness education, interpreting and
translating, communication practices, lexicography, and first language (LI) acquisition.

In this module, however, we only look at the teaching and learning of English as a second
language (ESL) or a foreign language (EFL).

So let’s differentiate these two terms.

ESL. We use ESL when English is being taught and learned in countries, contexts, and
cultures in which English is the predominant language of communication.

ESL is defined as the formal instruction of English to those (usually immigrants, international
students, or refugees) whose native language is not English but who live in an English
speaking country.

Example: The teaching of English to Chinese immigrants in Canada; the teaching of

English to Mexican immigrants in the United States; the teaching of English to French
immigrants in Australia
These immigrants will have to use English at work, in school, and in the community although
at home they will most likely use their L1.

Through instruction in reading, writing, speaking, and listening, ESL provides the necessary
communication skills to help non-native speakers enroll in school, obtain employment, and
function effectively in the host country. During ESL training, English is the target language
and medium of communication.

The term ESL is mainly used in the United States, Canada, and Australia. New Zealand,
England, and Ireland refer to the practice as ESOL or English for Speakers of Other
Languages.

ESL is also used in countries where English is widely used as a medium of communication,
i.e. lingua franca.

Some countries where English is used as a second language: Hong Kong; Singapore;
Philippines; India

Now let's look at EFL.

EFL. We use EFL where English is being taught and learned in countries, contexts, and
cultures where English is neither widely used for communication, nor used as the medium of
instruction.

Example: China; Vietnam; Turkey; Iran; Japan; Korea; Thailand

In these countries, English is usually a subject included in the elementary or high school
curriculum.

Why do we need to make the distinction between ESL and EFL?

For one, there will be a difference in terms of approach and materials.

For instance, in an ESL setting, the student’s exposure to the language will be prevalent
because English is used within the community. The need to learn English will also be
greater because it will be necessary for survival, mobility, work, and academic success,
among other things.

In an EFL context, the classroom is where the student will get exposure to English and
outside the classroom, the student will revert to using his/her L1. Opportunities to use
English will be more limited and the teacher has to be mindful of this condition for it affects
English learning.

Evolutions and Ongoing Debates

English continues to change due to the increasing use of English worldwide; the contexts for
its use, learning, teaching; and the language itself.

To better understand the learner and the teacher’s role, we look at the emergence of English
for Specific Purposes, the blurred distinction between English as a first and as a second
language, and the evolving standard on English use vis-a-vis world Englishes.

The Emergence of English for Specific Purposes. The development of communicative language
teaching (CLT) in the 70s and the use of English for global communication paved the way for English
to be taught not as a “system but as a tool for communication (Carter and Nunan, 2001)”.

Consequently, “need-based” programs were created and “differentiated” courses emerged.

Among these is the so-called English for Specific Purposes (ESP) program which can
include the teaching and learning of English for academic purposes (EAP) and the teaching
and learning of English for Science and Technology (EST).

Blurred Distinction between EFL and ESL. Global travel and relocation change the context of English
use. David Crystal as cited by Carter and Nunan (2001) mentioned the example below:
Imagine a couple who meet and marry in Singapore, the male from a German first-language
background, and the woman from a Malaysian first-language background. The couple
subsequently moves to France for employment purposes. In which contexts and for whom is
English a first, a second, or a foreign language? What or who is a native speaker, and
whose English do they use?

Standards and World Englishes. English is also becoming increasingly diversified to the point that
debates on what is “correct” English often result in a discussion of standard English and world
Englishes (a term to refer to “varieties” of English).

When we talk about world Englishes, we mention categories such as native and non-native
or standard and non-standard and all these categories normally exist in a continuum.

Native (or standard) are often recognized internationally and taught and learned in school for
economic purposes.

Non-native (or non-standard) varieties, which often developed in former British or American colonies,
are normally used for spoken communication and serve personal or social purposes. While these do
not cause significant communication difficulties even for native English speakers, written
communication normally entails minor adjustments.
Once Again

EFL and ESL are distinctions based on the prevalence of English use in a particular country.
Understanding the differences between the two categories (EFL and ESL) affects choice of
teaching approach and activities. As English use continues to evolve, varieties of English
(Englishes) are now recognizable. Consequently, debates on standards of English use are
quite common.

Think About It

1. Reflect on the distinction made between EFL and ESL. Have you observed a difference
in how teachers approach EFL vs. ESL learners?

2. Reflect on English use in your country. What variety of English is being used? What
standards apply and how do these affect the teaching of English?