Teaching English as Second Language- M. A. The degree prepares candidates for employment in teaching, program administration, and materials development. Candidates for this degree take courses in the theory and practice of teaching English as a second language, linguistics, the English language, and cultural studies. It is possible to earn certification in teaching English as a second language in grades K- 1. For Master's candidates with an undergraduate licensure degree, the MA in TESL includes most of the courses needed for ESL licensure. English as a second or foreign language. Practical English tuition for migrants to USA, with instructional materials from the YMCA, 1. English as a second or foreign language is the use of English by speakers with different native languages. Instruction for English- language learners may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), or English for speakers of other languages (ESOL). English as a second language (ESL) is often used for non- native English speakers learning English in a country where English is commonly spoken. English as a foreign language (EFL) is used for non- native English speakers learning English in a country where English is not commonly spoken. The term ESL has been misinterpreted by some to indicate that English would be of secondary importance. However, it simply refers to the order in which the language was learned, consistent with the linguistic terminology of second- language acquisition. The term ESL can be a misnomer for some students who have learned several languages before learning English. The terms English Language Learners (ELL), and more recently English Learners (EL), have been used instead, and the students. Graduate Certificate in Teaching English as a Second Language ( 24 credits) The graduate certificate in Teaching English as a Second Language prepares participants for careers in teaching English as a second or foreign. In some programs, instructions are taught in both, English and their home language. In other programs, instructions are only in English, but in a manner that is comprehensible to the students (Wright, 2. Yet, there are other programs in which ELLs are pulled out of the classroom for separate English instruction, or the instruction can also be given in the classroom itself (Wright, 2. The Master of Arts in Teaching English as a Second Language (MA TESL). English as a language has great reach and influence; it is taught all over the world. In English- speaking countries, English language teaching has evolved in two broad directions: instruction for people who intend to live in countries where English dominates and instruction for those who do not. These divisions have grown firmer as the instructors of these two . 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. Although English is the principal language in both the US and the United Kingdom, it differs between the two countries, primarily in pronunciation and vocabulary. For example, some words and phrases that are inoffensive in the US are offensive in the UK and vice versa. These differences are the butt of many jokes. Similarly, Bertrand Russell said: . 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. 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. Those who are learning English are often referred to as English language learners (ELL). EFL, English as a foreign language, indicates the teaching of English in a non. 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 organization or business with an international focus. EFL may be part of the state school curriculum in countries where English has no special status (what linguistic theorist Braj Kachru calls the . Teachers of EFL generally assume that students are literate in their mother tongue. The Chinese EFL Journal. In what Braj Kachru calls . It also includes the use of English in . This term has been criticized on the grounds that many learners already speak more than one language.
A counter- argument says that the word . 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 and Ireland, 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 and Ireland, the term EAL (English as an additional language) is used, rather than ESOL, when talking about primary and secondary schools, in order to clarify that English is not the students' first language, but their second or third. The term ESOL is used to describe English language learners who are above statutory school age. Other acronyms were created to describe the person rather than the language to be learned. The term Limited English proficiency (LEP) was first used in 1. Lau Remedies following a decision of the U. S. 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 . 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. 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. Unfortunately, not all of the English teachers in the world would agree on just only a simply single term(s). 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 as well as in Australia and New Zealand. British English uses ELT (English language teaching), because TESOL has a different, more specific meaning; see above. Systems of simplified English. Richards) in the 1. Bill Templer. 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 . 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' not 'he makes'). Some students may have very different cultural perceptions in the classroom as far as learning a second language is concerned. Cultural differences in communication styles and preferences are also 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. Speakers of languages without these sounds may have problems both with hearing and with pronouncing them. For example: The interdentals, /. This is present in some English registers. In English, German, Danish, and some other languages, though, the main distinguishing feature in the case of initial or stressed stopped voiceless consonants from their voiced counterparts is that they are aspirated . As a result, much of the non- English /p/, /t/ and /k/ will sound to native English ears as /b/, /d/ and /. Japanese and Brazilian Portuguese, for example, broadly alternate consonant and vowel sounds so learners from Japan and Brazil often force vowels between the consonants (e. Similarly, in most Iberian dialects, a word can begin with . Progressive and perfect progressive forms add complexity. These include negation (e. He hasn't been drinking.), inversion with the subject to form a question (e. Has he been drinking?), short answers (e. 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? These verbs convey a special sense or mood such as obligation, necessity, ability, probability, permission, possibility, prohibition, intention etc. This complexity takes considerable work for most English language learners to master.
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