English as a second language or a foreign language is the use of English by speakers in different native languages. Instructions for English learners may be known as English as a second language ( ESL ), English as a foreign language ( EFL ), English as additional languages ​​ ( EAL ), or English for other language speakers ( ESOL ). English as a foreign language (EFL) is used for non-native English speakers who study English in a country where English is not commonly spoken. The environment may be a country where English is the mother tongue (for example, Australia, USA) or the country where English has a defined role (for example, India, Nigeria).
The term ESL has been seen by some to indicate that English will be of secondary importance. For example, where English is used as Lingua Franca in a multilingual country. The term ESL may be a mistake for some students who have learned several languages ​​before learning English. The terms of the English Language Student (ELL), and more recently the English Language Student (EL), have been used instead, and the language and culture of the student's origin are considered important.
The way in which English learners are instructed depends on their level of English proficiency and program content provided in their school or district. In some programs, instruction is taught in English and regional languages. In other programs, instruction is given in English, but is contextualized in ways that students can understand (Wright, 2010). Adaptation of understanding, repetition oriented insight and recurrence are some of the methods used in training. However, without proper cultural immersion (social learning reasons) the relevant language habits and reference points (internal mechanisms) of the host country are not fully transferred through these programs (Wright, 2010). To further complicate language syntax is based on Latin grammar then it suffers from inconsistencies. The main engines affecting language are the United States and the United Kingdom and they both have assimilated the language differently so they differ in expression and usage. It is mainly found in pronunciation and vocabulary. English variants also exist in these two countries (eg Vernacular African American).
English as a language has great reach and influence; it is taught all over the world. In English countries as a second language training has developed into two broad directions: instruction for people who intend to live in countries where English dominates and instructions for those who do not. These divisions are getting stronger because the instructors of these two "industries" have used different terminology, followed different training qualifications, formed separate professional associations, and so on. Importantly, these two arms have very different funding structures, public in the former and private in the second, and to some extent this affects the way schools are established and classes are held.
Although English is the main language in the United States and Britain, the difference between the two countries from its parent Anglo-Saxon root. For example, some offensive words and phrases in the US are offensive in the UK and vice versa. Even if this language shares the homogeneity of Caucasians, there are striking differences in the literary world. Some examples that show this difference are: "We really have something in common with America today, except, of course, the language" (Oscar Wilde, in The Canterville Ghost). Similarly, Bertrand Russell said: "It is unfortunate for Anglo-American friendship that both countries should have the same language." Another similar variation associated with George Bernard Shaw, is that Britain and America "are two countries [or countries] divided [or separated] by common language [or tongue]."
Video English as a second or foreign language
Terminology and type
Many acronyms and abbreviations used in the field of teaching and learning English can be confusing and the following technical definitions may have their currency contested for various reasons. Appropriate use, including the use of different ESL and ESOL terms in different countries, is described below. These terms are most often used in relation to teaching and learning English as a second language, but they can also be used in conjunction with demographic information.
Teaching English (ELT) is a widely used teacher-centered term, such as in the English language teaching division of major publishers, ELT training, etc. Teaching English as a second language (TESL), teaching English to other language speakers (TESOL), and teaching English as a foreign language (TEFL) are also used.
Other terms used in this field include English as an international language (EIL), English as lingua franca (ELF), English for specific purposes and English for specific purposes (ESP), and English for academic purposes (EAP). Those who are learning English are often referred to as English learners (ELL).
English English outside the English-speaking countries
EFL , English as a foreign language, shows English teaching in non-English speaking areas. Studies may occur either in the student's home country, as part of a normal school curriculum or vice versa, or, for a more privileged minority, in the anglophone country they visit as a kind of educational tourist, especially immediately before or after graduation from university. TEFL is the teaching of English as a foreign language; note that this kind of instruction can be done in any country, in English or not. Typically, EFL learns well to pass the exam as an important part of one's education, or for career advancement while one works for an organization or business with an international focus. EFL can be part of the state school curriculum in countries where English has no special status (what linguistic theorist Braj Kachru calls "developing countries of the circle"); it may also come with a lesson paid for personally. EFL teachers generally assume that students are literate in their mother tongue. The Chinese EFL Journal and Iran EFL Journal are examples of international journals dedicated to specific English learning in countries where English is spoken as a foreign language.
English in English-speaking countries
Another broad grouping is the use of English in the English-speaking world. In what Braj Kachru calls "inner circle", ie countries such as Britain and the United States, the use of English is generally by refugees, immigrants, and their children. This also includes the use of English in "outer circle" countries, often former British and Filipino colonies, where English is the official language even if it is not spoken as a mother tongue by the majority of the population.
In the US, Canada, Australia and New Zealand, this English usage is called ESL (English as a second language). This term has been criticized on the grounds that many learners have spoken more than one language. The counter-argument argument says that the word "a" in the phrase "second language" means no assumption that English is a second derived language (see also second language ). TESL is teaching English as a second language. There are also other terms that can be referred to in the US including: ELL (English Language Study) and CLD (Culturally and Linguistically).
In the UK and Ireland, the term ESL has been superseded by ESOL (English for speakers of other languages). In these countries TESOL (teaching English to speakers of other languages) is usually used to refer only teaching English 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, to clarify that English is not the first student of the language, but the second or third. The term ESOL is used to describe English learners who are above the legal school age.
Other acronyms are created to describe people rather than languages ​​to be learned. The term Limited English Skills (LEP) was first used in 1975 by Lau Remedies after the decision of the US Supreme Court. ELL (English Learner), used by the United States government and school system, was created by James Crawford of the Institute for Language and Education Policy in an effort to label the participants positively, rather than perceiving deficiencies for them. Recently, some educators have shortened this to EL - English Learner.
Typically, a student learns this kind of English to function in a new host country, for example, in a school system (if a child), to seek and hold a job (if adult), or to carry out daily living needs (cooking, taxis/public transport, or eating in restaurants, etc.). His teaching does not presuppose literacy in the mother tongue. Usually paid by the host government to help newcomers settle in 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 government-sponsored pre-departure program soon to receive new prospective citizens. But in practice, this is very rare. Particularly in Canada and Australia, the term ESD (English as a second dialect) is used with ESL, usually referring to programs for Aboriginal communities in Canada or Australia. This term refers to the use of standard English by speakers of various creoles or non-standards. Often grouped with ESL as ESL/ESD .
Umbrella term
All of these ways show that English teaching can be combined into a generic term. Unfortunately, not all English teachers in the world will agree on one tribe only. The term TESOL (teaching English to speakers of other languages) is used in American English to include TEFL and TESL. This also happened in Canada and also in Australia and New Zealand. English English uses ELT (teaching English), because TESOL has a different and more specific meaning; See above.
Simplified English system
Some "simplified English" models have been suggested or developed for international communication, including:
- Basic English, developed by Charles Kay Ogden (and later also I. A. Richards) in the 1930s; The recent awakening has been started by Bill Templer
- English Threshold, developed by van Ek and Alexander
- Globish, developed by Jean-Paul NerriÃÆ'¨re
- Basic Global English, developed by Joachim Grzega
- Nuclear English, proposed by Randolph Quirk and Gabriele Stein but never fully developed
Maps English as a second or foreign language
Difficulties for learners
The practice of language teaching often assumes that most of the difficulties students face in learning English is a consequence of the extent to which their native language differs from English (contrastive analysis approach). A native Chinese speaker, for example, may face more difficulties than native speakers of German, because German is closer to English than Chinese. This may be true for anyone from any mother tongue (also called first language, usually abbreviated as L1) who set out to learn another language (called target language, second language or L2). See also second language acquisition (SLA) for mixed evidence of linguistic research.
Language learners often produce syntax, vocabulary, and pronunciation errors that are thought to be derived from their L1 influences, such as mapping their grammatical patterns incorrectly to L2, pronouncing certain sounds incorrectly or with difficulty, and confusing the vocabulary known as fake friends. This is known as L1 transfer or "language interruption". However, this transfer effect is usually stronger for beginner language production, and SLA research has highlighted many errors that can not be attributed to L1, as they are evidenced in learners from many language backgrounds (eg, failure to apply 3 people in single attendance - s to a verb, as in 'he made' instead of 'he made ' ).
Some students may have problems because of incoherence in such rules, nouns are nouns and verbs are verbs because grammarians say them. For example In "I suffer greatly" suffering is a verb, but in "Terrible suffering", it is a noun. But both sentences express the same idea by using the same words. Other students may have problems because of the nature of rules and prohibitions in languages ​​formulated by amateur grammarians rather than describing the functional and descriptive nature of the language evidenced from the distribution. For example, a scholar, Robert Lowth introduced the rule of never ending a sentence with a preposition, inspired by Latin grammar through his book "A Short Introduction to English Grammar". Because the inconsistencies brought about from Latin standardization lead the English language to classify and sub-classyfing the otherwise simple language structure. As many English alphabetical writing systems have also incorporated the principle that the graphemic units must conform to the phonemic units, but loyalty to the principle is compromised, compared to instances like Finnish. This is evident in the Oxford English Dictionary, for many years they experimented with many SIGN spellings to achieve loyalty to the principle, among them SINE, SEGN, and SYNE, and through their diachronic mutations settled in SIGN. Cultural differences in style and communication preferences are also significant. For example, a study among Chinese ESL students revealed that preference does not use tension marks on verbs that exist in their mother tongue morphology making it difficult for them to express time-related sentences in English. Another study looked at Chinese ESL students and English teachers and found that Chinese learners did not see the class 'discussion and interaction' type of communication to learn as important but placed a heavy emphasis on lectures directed by the teacher.
pronunciation
Learners who have had less than eight years of formal education in their first language are sometimes called adult literacy learner . Usually these learners have their first language education disrupted. Many of these learners require different levels of support, approaches and teaching strategies, and different curricula of adult ESL adult learners. For example, these learners may not have learning skills and language skills that can be transferred, and these learners can avoid reading or writing. Often these learners do not start class assignments immediately, do not ask for help, and often assume a beginner's role when working with peers. Generally these learners may lack confidence. For some people, early education is equated with status, civilized, civilized, high class, and they may experience shame among peers in their new ESL classes.
second language literacy
Learners who do not yet have a wide exposure to reading and writing in a second language, despite having an acceptable speaking ability, may have difficulty with reading and writing on their L2. Joann Crandall (1993) has pointed out that most teacher training programs for TESOL instructors do not include enough, in many cases "no", training for instruction in literacy. This is the gap that many scholars feel needs to be addressed.
Acquisition of Social and Academic Languages ​​
Basic Communication Interpersonal Skills (BICS) is the language skills required in social situations. This language skill usually develops within six months to two years. Cognitive Academic Language Ability (CALP) refers to language related to formal content material and academic learning. This skill usually takes five to seven years to develop.
The importance of reading in ESL instructions
According to some British professionals, reading for pleasure is an important component in teaching native languages ​​and foreign languages:
"Studies that seek to improve writing by providing a reading experience at grammar study sites or additional writing practice find that this experience is equally useful, or more useful than, learning grammar or extra writing exercises."
Differences between spoken and written English
Like most languages, writing languages ​​tend to use more formal registers than spoken languages.
- Spelling and pronunciation : perhaps the greatest difficulty for non-native speakers, since the relationship between spelling and English pronunciation does not follow the alphabetic principles consistently. Due to the many changes in pronunciations that have taken place since written standards have been developed, the retention of many of the historical peculiarities in spelling, and the inclusion of many foreign words (mainly from Norman French, Classical Latin and Greek) with different and overlapping spelling patterns, English spelling and pronunciation difficult even for native speakers to master. This difficulty is shown in activities such as the spelling of bees. The existing generalizations are quite complex and there are many exceptions, leading to a large amount of rote learning. Spelling and pronunciation systems cause problems in both directions: learners can know a word by voice but can not write it correctly (or do find it in the dictionary) or they may see the word written but do not know how to pronounce it or mispronounce the pronunciation. However, despite the variety of spelling patterns in English, there are dozens of rules that are 75% or more reliable.
There is also a debate about learning "focus on meaning" and "focus correction" learning. Proponents for the former think that using speech as a way of explaining meaning is more important. However, the second supporters disagree with it and instead think that proper grammar and habits are more important.
Technology
Language has a very significant role in our lives. It symbolizes the culture in our society where individuals interact and use it to communicate with each other. The development of transportation has influenced global relations becoming more practical where people need to interact and share common interests. However, communication is a major force to facilitate interactions between individuals that will give them a stronger relationship. In places like the United States where immigration plays a role in social, economic and cultural aspects, there is an increase in the number of new immigrants each year. "The number of children who can not speak English in US public schools continues to increase dramatically.
Although many non-English speakers tend to practice English classes in their country before they migrate to any anglophone country to make it easier for them to interact with people, many of them are still struggling as they experience the reality of communicating with real anglophones. Therefore, the community forces them to improve their communication skills as soon as possible. Immigrants can not waste time learning to speak English especially for those who come with certain financial problems. The most common choice of people to build their communication skills is by taking some ESL classes. There are many steps to follow in order to succeed in this aspect. However, the use of new technology makes the learning process more convenient, reliable and productive.
Computers have entered education in recent decades and have brought significant benefits to teachers and students. Computers help learners by making them more responsible for their own learning. Research has shown that one of the best ways to improve one's learning ability is to use a computer where all the information that may be needed can be found. In today's developing world, computers are one of a number of systems that help learners improve their language. Computer Assisted Language Learning (CALL) is a system that helps learners to improve and practice language skills. It provides a stress free environment for learners and makes them more responsible.
Computers can provide assistance to ESL learners in various ways such as teaching students to learn a new language. Computers can be used to test students about the language they have learned. This can help them in practicing certain tasks. Computers allow students to communicate easily with other students in different places. Currently increasing use of mobile technology, such as smartphones and tablet computers, has led to the growing use applications created to facilitate language learning, such as The Phrasal Verbs Machine from Cambridge. In terms of online material, there are many forms of online material such as blogs, wikis, webquest. For example, blogs can allow English learners to voice their opinions, sharpen their writing skills and build their confidence. However, some introverts may not feel comfortable sharing their ideas on the blog. The wiki class can be used to promote collaborative learning through sharing and building shared knowledge. On-line material is still only material and should therefore be subject to the same oversight of the evaluation as a material or other source of the language.
Learning language learning ability can be more reliable with dictionary influences. Learners tend to carry or are required to have a dictionary that allows them to learn independently and become more responsible for their own work. In this modern age, education has improved its teaching and learning methods with a dictionary in which digital materials are used as a tool. Electronic dictionary is increasingly common choice for ESL students. Most of them contain the equivalent native language and explanations, as well as definitions and examples of sentences in English. They can pronounce the English word to the learner, and they are easy to carry around. However, they are expensive and easily lost, so students are often instructed to put their name on them.
English Variety
- English in English (and other parts of the United Kingdom) shows significant differences by region and class, visible in structure (vocabulary and grammar), accent (pronunciation) and in dialect.
- Many native English-speaking communities in countries around the world also have some real differences like Irish English, Australian English, Canadian English, Newfoundland English, etc. For example, following words that only make meaning in the culture that originated: Toad in the hole, Gulab jamun, Spotted Richard, etc.
- Attempts have been made to organize English into class or community-specific trends by John Dryden and others. Profitably, English as lingua franca is not racial and does not have an offenders organization that controls every prestige dialect for language - unlike the French Academy de la langue franÃÆ'§aise , Spanish Real Academia Espaà Secara  ± ola , or Esperanto Akademio .
Teaching English therefore involves not only helping students to use the most appropriate form of English for their purpose, but also the exposure of regional forms and cultural styles so that students will be able to distinguish meaning even when words, grammar, or pronunciation are in contrast to the form of English taught to speak. Some field professionals have recommended incorporating information about non-standard English forms in ESL programs. For example, in advocating for classroom teaching in African-American English (also known as Ebonics), linguist Richard McDorman argues, "Simply put, the ESL syllabus must free itself from the old standard intellectual arrogance to receive instruction that includes many" English "that will be faced by learners and thus achieve the responsive cultural pedagogy that is often supported by leaders in the field."
Social challenges and benefits
Class placement
ESL students often suffer from the effects of tracking and grouping capabilities. Students are often placed in low ability groups based on scores on standardized tests in English and Mathematics. There is also a low mobility among these students from low to high-performing groups, which can prevent them from achieving the same academic progress as native speakers. Similar tests are also used to place ESL students in college level programs. Students have voiced frustration that only non-native students must prove their language skills, when becoming native speakers does not guarantee academic level academic literacy. Studies have shown that this test can lead to different graduation rates among linguistic groups without high school preparation.
Drop out
The drop out rate for ESL students in many countries is much higher than the dropout rate for native speakers. The National Center for Education Statistics (NCES) in the United States reported that the percentage of dropouts in non-native Hispanic adolescent populations between the ages of 16 and 24 was 43.4%. A study in Canada found that the dropout rate for all ESL students was 74%. The high rate of drop out is estimated due to the difficulties experienced by ESL students in the primary class, the increasing number of ESL students entering high school or high school with previously disrupted formal education and accountability systems.
The accountability system in the US is due to Law No Child Left Behind. Schools that are at risk of losing funds, closing down, or having their principals fired if the exam scores are not high enough start seeing students who are not performing well on a standardized test as a liability. Since dropping out actually improves school performance, critics claim that administrators let poor performers escape the loopholes. A study of Texas schools operating under No Child Left Behind found that 80% of ESL students did not graduate from high school in five years.
Access to higher education
ESL students face some barriers to higher education. Most colleges and universities need four years of English in high school. In addition, most colleges and universities receive only one year of English ESL. It is difficult for ESL students who arrive in the United States relatively late to complete this requirement because they have to spend more time in ESL English classes in high school, or they may not arrive early enough to complete four years of English in high school. This results in many ESL students who do not have the correct credit to enroll in college, or enroll in summer school to complete the required courses.
ESL students may also face additional financial constraints to higher education because of their language skills. Those who do not place high enough on college placement exams often have to enroll in an ESL course at their university. These courses can cost up to $ 1,000 extra, and can be offered without credit to graduation. This adds additional financial stress to ESL students who often come from families with low socioeconomic status. The latest statistics show that the average household income for ESL school-age students is $ 36,691 while non-ESL students are $ 60,280. Tuition has risen sharply in the last decade, while family income has dropped. In addition, while many ESL students receive Pell Grant, the maximum grant for 2011-2012 covers only about a third of the tuition fee.
Interaction with native speakers
ESL students often have difficulty interacting with native speakers at school. Some ESL students avoid interaction with native speakers because of their frustration or shame on their poor English. Immigrant students often also have no knowledge of popular culture, which limits their conversations with native speakers to academic topics. In classroom activities with native speakers, ESL students often do not participate, again because of shame about their English but also because of cultural differences: their native culture may appreciate the silence and work of the individual at school in preference for social interaction and speaking in the classroom.
This interaction has been found to expand teacher-student interaction as well. In most of the main classes, teacher-led discussions are the most common form of learning. In this setting, some ESL students will fail to participate, and often have difficulty understanding teachers because they are talking too fast, not using visual aids, or using native language everyday. ESL students also have difficulty getting involved with extracurricular activities with native speakers for the same reason. Students fail to follow extra-curricular activities due to language barriers, academic cultural emphasis on other activities, or failure to understand traditional entertainment in their new country.
Social benefits
Proponents of the ESL program claim that they play an important role in the formation of peer networks and adjustments to schools and communities in their new homes. Having a class among other students who learn English as a second language reduces the pressure of making mistakes when speaking in class or to peers. The ESL program also allows students to be one who values ​​their native language and culture, expressions that are often unsupported or encouraged in key settings. The ESL program also allows students to meet and make friends with other non-native speakers from different cultures, promoting racial tolerance and multiculturalism.
Peer Tutoring for ESL students
Peer tutors refer to paired learning methods with low-achieving English readers, with ESL students who know minimal English and who are also roughly the same age and grade level. The purpose of this dynamic is to help both tutors, in this case an English speaker, and a tutee, an ESL student. The monolingual tutor is given class material to provide guidance to the assigned ESL TUTE. Once the tutor has the opportunity to help the students, the classmates can switch roles to give both partners a chance to learn from each other. In one study, which conducted a similar study, their results showed that low-achieving readers who were selected as tutors, made considerable progress using this procedure. In addition, ESL students can also increase their value due to the fact that they improve their approach in reading acquisition skills.
Importance
Since there is not enough funds to finance the tutors, and teachers find it difficult to educate all the students who have different learning abilities, it is very important to implement peer-less programs in schools. Students placed in ESL programs learn together with other non-English speakers, but using peer tutors in the class will avoid the separation between regular English classes and ESL classes. These programs will promote communities between students who will help each other to grow academically. To further support this statement, a study examined the effectiveness of peer tutors and explicit teaching in the classroom. It was found that students with learning disabilities and low-performing students exposed to the explicit teaching and treatment of peer tutors in the classroom had better academic performance than students who did not receive this type of assistance. It is evident that peer tutors are the most effective and cost-free form of teaching
Benefits
It has been proven that peer-mediated tutoring is an effective tool for helping ESL students succeed academically. Peer tutors have been used in many different academic subjects and outcomes for students with different learning abilities are exceptional. Classmates who are actively involved with other peers in tutoring have better academic positions than students who are not part of the tutoring program. Based on their results, the researchers found that all students of English students were able to maintain a high percentage of English academic words on weekly tests taught during the tutoring sessions. It has also been found that the literature on the efficacy of peer tutor services combined with regular classroom teaching, is an effective best methodology practice that benefits students, teachers, and parents involved.
Research on UK peer guidance
Similarly, a longitudinal study was conducted to examine the effects of a paired bilingual program and an English reading program with a Spanish-speaking English learner to improve students' English reading outcomes. Students whose primary language is Spanish and are part of the ESL program are participants of this study. Three different approaches are the focus in which students immerse in English from scratch and teach them to read only in the language; teaching students in Spanish first, followed by English; and teach students to read in Spanish and English simultaneously. This takes place through strategic approaches such as structured English immersion or sheltered instruction.
The findings suggest that a paired bilingual bilingual approach seems to work as well, or better than, the English reading approach only in terms of reading growth and results. The researchers found differences in outcomes, but they also varied based on some results depending on students' learning ability and academic achievement.
ESL teacher training
Teachers in ESL classes are specially trained in specialized techniques and tools to help students learn English. In fact, research says that the quality of their teaching methods is of the utmost importance when it comes to educating the English learner. It also mentioned how it is important for teachers to have an incentive to help these students succeed and "feel personal responsibility." It is important to highlight the idea that school systems need to focus on school interventions to make an impact and can help all English learners. There is a high need for comprehensive professional development for teachers in ESL programs.
Peer tutor effect on achievement gap
Although peer tutors have proven to be an effective way of learning that involves and promoting academic achievement in students, does it have an effect on the achievement gap? It is a clear fact that there is a great academic performance difference between white, black, and Latin students, and it continues to be a problem to be targeted. In an article mentioned that no one is able to identify the real factors that cause this discrepancy. However, it is mentioned that developing an effective peer tutor program at school can be a potential factor in decreasing achievement gaps in the United States.
Trials for learners
English learners often seek accreditation and a number of internationally recognized exams:
- The IELTS (International English Testing System) is the world's most popular English test for higher education and immigration. It is managed by the British Council, the Cambridge English Language Assessment, and a consortium of Australian institutions, and is offered in both general and academic versions. IELTS Academic is a normal English proficiency test for admission to universities in the UK, Australia, Canada and other British English countries. IELTS General is required for immigration to Australia and New Zealand. Both versions of IELTS are accepted for all UK visa and immigration application classes. Also, the new Speaking and Listening test, IELTS Life Skills, was introduced in 2015 specifically to meet the requirements for several UK visa application classes.
- CaMLA, a collaboration between the University of Michigan and Cambridge English Language Assessment offers a range of American English tests, including MET (English Michigan Test), MTELP Series (English Language Test of English Skills), MELAB (Michigan English Battery Assessment Language ), CaMLA EPT (English Placement Test), YLTE (Young English Language Learning Exam), ECCE and ECPE.
- The TOEFL (Test of English as a Foreign Language), an Educational Testing Service product, was developed and used primarily for academic institutions in the United States, and is now widely accepted in colleges in Canada, New Zealand, Australia, UK, South Korea , and Ireland. The current test is an internet-based test, and is thus known as the TOEFL iBT. Used as a proxy for English for Academic Purposes.
- iTEP (International English Proficiency Test), developed by former ELS Language Centers Perry Akins English Language Service at Boston Educational Services, and used by colleges and universities such as the California State University system. iTEP Business is used by companies, organizations and governments, and iTEP SLATE (Secondary English Level Assessment Test) is designed for junior and senior high school students.
- The PTE Academy (Pearson Test of English Academic), Pearson's product, measures reading, writing, speaking and listening as well as grammar, eloquence, pronunciation, spelling, discourse and writing. The test is computer-based and is designed to reflect international English for academic admissions to any university that requires English proficiency.
- TOEIC (English Test for International Communication), a Product Education Testing Service for Business English used by 10,000 organizations in 120 countries. Includes listening and reading tests as well as speaking and writing tests that were introduced in certain countries beginning in 2006.
- Trinity College London ESOL offers an English Integrated Skills (ISE) series of 5 exams that assess reading, writing, speaking and listening and being accepted by academic institutions in the UK. They also offer the Graduate Test in Graduate English (GESE), a series of 12 exams, which assess speaking and listening skills, as well as ESOL Skills for Life and ESOL for Work exams in the UK alone.
- The Cambridge English Language Assessment offers a range of eighteen exams globally available including General English: English Key Test (KET), Early English Test (PET), First English Certificate (FCE), Advanced English Certificate CAE) and Certificate of Proficiency in English (CPE).
- London The English Test of the Pearson Language Test, a series of six tests each mapped to the level of the Common European Framework (CEFR) - see below.
- Middle English Language Proficiency Test
- MTELP (Michigan English Proficiency Test), is a language certificate that measures a student's English proficiency as a second language or a foreign language. The main objective is to assess the learner's English proficiency at the level of academic or advanced business.
- ROUND (Business Language Test),
Many countries also have their own tests. ESOL students in England, Wales and Northern Ireland typically take the National Skills for Life qualification, offered by several exam boards. EFL students in China can take the University's English Test, the English Language Test (TEM), and/or the General English Test System (PETS). People in Taiwan often take the General English Proficiency Test (GEPT). In Greece, English students can take the PALSO (PanHellenic Association of Language School Owners) exams.
General European Framework
Between 1998 and 2000, the Council's policy language division developed the Common European Terms of Reference for Languages. The purpose of this framework is to have a common system for foreign language testing and certification, to cover all European languages ​​and countries.
Common European Framework (CEF) divides linguistic learners into three levels:
- A. Basic User
- B. Independent Users
- C. Advanced Users
Each of these levels is divided into two parts, resulting in a total of six levels for testing (A1, A2, B1, etc.).
This table compares the ELT exam according to the CEF level:
Qualifications for teachers
Qualifications vary from one region or jurisdiction to the next. There are also different qualifications for those who manage or direct the TESOL program
Non-native speakers
Most people who teach English are not really native speakers. They are public school teachers in countries around the world, and therefore they hold relevant teaching qualifications in their country, usually with a specialization in teaching English. For example, teachers in Hong Kong held a Language Ability Assessment for Teachers. Those working in private language schools can, from commercial pressures, have the same qualifications as native speakers (see below). The widespread problem is there are minimal qualifications and training providers of inferior quality, and as the industry becomes more professional, it seeks to self-regulate to eliminate this.
English Qualification
The respected general qualifications for teachers within the sphere of influence of the United Kingdom include certificates and diplomas issued by Trinity College London ESOL and Cambridge English Language Assessment (hereafter Trinity and Cambridge).
Certificate courses are usually done before starting teaching. This is sufficient for most EFL work (see TEFL for lengthy discussions on travel teaching) and for some that ESOL. CertTESOL (English Language Certificate for Speakers of Other Languages), published by Trinity, and CELTA (Adult English Language Certificate), published by Cambridge, are the most widely accepted and accepted qualifications for new teacher trainees. Courses are offered in the UK and in many countries around the world. Usually taught all the time for a month or part-time for one year to a year.
Teachers with two or more years of teaching experience who wish to remain in the profession and advance their career prospects (including school management and teacher training) may take a diploma course. Trinity offers Trinity Licentiate Diploma in Teaching English to Speakers of Other Languages ​​(DipTESOL) and Cambridge offers a Diploma in Adult English Language Teaching (DELTA). The Diploma is considered equivalent and both are accredited at level 7 of the revised National Qualification Framework. Some teachers who live in their profession continue to undertake MA in relevant disciplines such as applied linguistics or ELT. Many English master's degrees require considerable experience in the field before a candidate is accepted in the course.
The above qualifications are highly respected in the UK EFL sector, including private language schools and higher education provisions. However, in England and Wales, in order to meet the government's criteria for becoming a qualified ESOL teacher in the Learning and Skills Sector (ie post-compulsory or further education), teachers must have a Phase 3 Advanced Tertiary Education Certificate at level 5 (from the NQF revised) and Certificate for ESOL Subject Specialist at level 4. A recognized qualification awarding one or both including the Postgraduate Certificate in Education (PGCE) in ESOL, the CELTA 2 module and the City & amp; Guild 9488. Teachers from every subject within the UK sector are usually expected to hold PGCE, and may choose to specialize in the ELT.
Canadian Qualifications
Teachers who teach adult ESLs in Canada in the federally-funded Instruction to Newcomers (LINC) program must be TESL certified. Most companies in Ontario are pushing for certification by TESL Ontario. Often this requires completion of an eight-month graduate certificate program at an accredited university or college. See the TESL Ontario or TESL Canada website for more information.
US qualification
Most US instructors in colleges, private language schools, and universities are eligible to teach English to non-native adults by completing a Master of Arts (MA) at TESOL. Another degree may be a Master in Adult Education or Training or Applied Linguistics. This degree also makes them eligible to teach in most EFL contexts. There are also more and more online programs offering TESOL titles. In fact, "the growth of the Online Teacher Language Education program (OLTE) from the mid-1990s to 2009 is from 20 to over 120".
In many areas of the United States, more and more K-12 public school teachers are involved in teaching ELL (English students, that is, children who come to school to speak a home language other than English). Qualifications for classroom teachers vary from state to state but always include state-issued teaching certificates for public instruction. Licensing of this country requires substantial practical experience as well as course work. In some states, additional specialization is required in ESL/ELL. This can be called "support". The support program can be part of a graduate program or can be completed separately to add endorsement to the initial teaching certificate
The MA in TESOL may or may not meet individual country requirements for K-12 public school teachers. It is important to determine whether a postgraduate program is designed to prepare teachers for adult education or K-12 education.
The MA in TESOL usually includes second language acquisition, linguistic, pedagogy, and internship theory. A program is also likely to have special classes on skills such as reading, writing, pronunciation, and grammar. Admission requirements vary and may or may not require educational and/or language background. Many graduate students also participate in practical or clinical teaching, which provides an opportunity to gain experience in the classroom.
In addition to traditional classroom teaching methods, speech pathologists, linguists, actors, and voice professionals are actively involved in teaching English pronunciation - so-called accent improvements, accent modifications, and accent reduction - and serve as a resource for other aspects of oral English, like word choice.
It is important to note that the issuance of teaching certificates or licenses for K-12 teachers is not automatic after completing the degree requirements. All teachers must complete a series of exams (usually a Praxis exam or a state-specific exam and a method or similar exam,
Source of the article : Wikipedia
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