1st Week with About.com

As I am intending to do my minor paper in Language Teaching at AUT University next semester, I have joined up with About.com for their free online teaching English as a Second Language (ESL) or teaching English as a Foreign Language (EFL).

In their first week introduction, About.com have sent me an email outlining the basics of teaching English to non-native speakers and also highlighting the increasing demand of English teachers. In this first lesson, we are looking at the issues which are relevant to obtaining qualification in teaching English. In addition, some of the most commonly used terminologies and abbreviations in the ESL or EFL area will be explained in this first lesson.

ESL/EFL Abbreviations Explained

ELT – English Language Teaching
ESL – English as a Second Language
EFL – English as a Foreign Language

The major difference between ESL and EFL is that ESL means English is taught to other language speakers who are residing in an English speaking country, for example, The United States, Canada, England, Australia and New Zealand. Whereas EFL means English is taught to people who want to learn it for various reasons like, to further their study, for their work or as a hobby in a non-English speaking country.

Some other examples of significant abbreviations in ELT:

AE – American English
BC – British Council
CanE – Canadian English
DELTA – Diploma in English language teaching
EAP – English for Academic Purposes
FCE – First Certificate in English
GPA – Grade Point Average
IATEFL – International Association of Teachers of English as a Foreign Language
KET – Key English Test (The most elementary of Cambridge’s series of exams)
L1 – Language 1=native language (mother tongue)
L2 – Language 2=second language being learned
MT – Mother Tongue
NNL – Non-Native Language
OE – Old English
OED – Oxford English Dictionary
PET – Preliminary English Test (The second of Cambridge’s series of exams)
RP – Received Pronunciation-‘standard’ British pronunciation
SAE – Standard American English
TESOL – Teaching English to Speakers of Other Language
VE – Vocational English
YLE – Young Learners English Tests-Cambridge Examinations for young learners



Beginning guide to Teaching ESL

Basic Theory 1

Although some ESL teachers possess a great knowledge of English grammar, it is advisable to have some creditable references when providing explanations for exceptions of rules and irregularities of word forms. ESL teachers can consider these two books as grammar reference guide when delivering lessons to non-native speakers; Practical English Usage by Michael Swan published by Oxford University Press and English Grammar in Use by Raymond Murphy published by Cambridge University Press.

Another important point to remember is that Keep It Simple! For example, slow down and use easy vocabulary. ESL teachers who are native speakers of English are usually not aware that they speak fairly quickly and most of them need to make a conscious effort to slow down when speaking. And it is more significant for them to become aware of the type of vocabulary and structures when they teach. Another example, it is recommended for ESL teachers to focus on a certain function of grammar and utilise that particular function during the lesson as this will certainly avoid any confusion for the students.

Basic Theory 2

A few essential points to be taken into consideration when designing or building a programme for an English lesson:

1. Language Recycling

Non-native speakers need repetitions of new linguistic functions in everyday conversations in order to remember and use them actively. Studies show that even after six repetitions, students still find the newly acquired linguistic functions to be still simply passively activated.

2. Using all four language skills – reading, writing, listening and speaking

Practising the language through reading, writing, listening and speaking during class is a highly recommended method of Language Recycling. Not only does this method introduce interesting variety to students’ learning process, it also assist them pragmatically practise the language which leads onto the next point in the design of an English class.

3. Getting students to actively practise skills that they are learning

Source: http://esl.about.com/cs/teachertraining/a/a_abbr.htm