This is a very bare-bones basic overview of some of the important aspects of the TESOL field. It is not all-inclusive and if you have a TESOL certificate, much of this information will not be new to you. We hope that the information here will help you in your research about the field.

Basic Terminology

What is the difference between ESL / EFL / TESOL / TESL / TEFL?

TESOL: Teaching English to Speakers of Other Languages refers to the teaching of English to non-native English speakers in native English-speaking countries. TESOL is also commonly used as an umbrella term for the field as a whole.

EFL: English as a foreign language It’s the use of English by those whose first language is not English.

TEFL: teaching English as a foreign language. It’s a method of teaching English to non-native English speakers in non- native speaking countries.

ESL: English as a Second Language

TESL: Teaching English as a second language

CELTA: Certificate in teaching English to speakers of other languages (Level 5 qualification / below a bachelor’s degree)

DELTA: Diploma in teaching English to speakers of other languages. (Advanced blend of theory and practice that provides professional development for teachers with at least one year’s experience)

Basic Elements and Common Terminology Used

Second language acquisition: This area of linguistics is concerned with how people learn/acquire a language that is not their primary/native language (or L1).

There are several hypotheses on how this occurs and each theory forms the bases for various teaching methods and strategies – https://sites.sandiego.edu/esl/second-language-acquisition/

L1

The primary language that a student uses to think and communicate (though many people operate in multiple languages). It can sometimes be called ‘native language/tongue’, ‘mother tongue’ or a students ‘first language’.

L2

The language a student is seeking to learn. It is also called the ‘target language’. Different methods and approaches will utilize these terms quite frequently. In the case of your students here in Japan, Japanese will be their L1 and English is the L2 (in many cases).

Methods and Approaches

‘Methods and approaches’ is the principles, strategies and pedagogy that a teachers uses to instruct students. Methods and approaches heavily influence how an activity, lesson, or course is run.

Methods are typically chosen based on theories / beliefs about learning (in a particular subject area). For example, you may believe that students learn better in a stress-free environment and as such, focus on not pressuring students to answer and rewarding students simply for trying rather than for being accurate.

Differentiated Instruction

For all methods and strategies, it is important to note that not every student learns the same way. Differentiated instruction refers to how teachers alter or create their teaching materials / lessons in order to meet the needs of each student.

This may look like giving students who have trouble reading a bit more time on a reading task, or changing the rules of a game to allow more visual learners to have a chance to play. This concept is not exactly encouraged in Japan since there is a heavy emphasis on keeping all education “equal”. Equal in this context means the same for all students regardless of ability level. It may be difficult to differentiate instruction if your teacher is worried about not providing “equal” education, but try to work with them to do so because it will help your students. https://onlinedegrees.sandiego.edu/differentiated-instruction/

Scaffolding (in education)

In scaffolding, teachers model and/or demonstrate how to solve a problem for their students. After, they allow the students to solve the problem themselves by taking a step back and only giving support when needed. Scaffolding is a great way to tell where your students are struggling without asking them directly or making things too easy for them (thus not challenging them/hindering their learning).

Teacher talking time

This refers to the amount of time a teacher spends speaking in the classroom versus the students (who are silent while the teacher speaks). Many Japanese classrooms typically feature a lot of teacher talking time, as students are expected to take notes and be quiet. It can be difficult to break this habit as well since maybe depictions of a classroom show a very teacher-centered environment. One way to reduce teacher talking time is to include more group and pair activities for students and encourage student talking time.

Teacher and student-centered learning

Teacher-centered learning — the more traditional or conventional approach — the teacher functions in the familiar role of classroom lecturer, presenting information to the students, who are expected to passively receive the knowledge being presented.

Student-centered learning, the teacher is still the classroom authority figure but functions as more of a coach or facilitator as students embrace a more active and collaborative role in their own learning.

Authentic Material

Refers to materials developed with L1 speakers of a language in mind (not made with language learners in mind). Materials for language learning are often made with language learners in mind and thus do not always reflect authentic / natural use of the language (the language is slowed down, or the word choice is unnatural).

Authentic materials are very useful when trying to improve students ability to grasp main ideas or one or two specific details as opposed to everything.

Feedback

Feedback in education, refers to how you inform students about their progress/performance and indicate what areas need improvement / correction. Feedback can be conveyed in a variety of ways (though spoken comments, written messages, hand signals….etc). The same method of feedback will not work with every student or in every class, so be careful to find what ways work best for each situation.

It is also important to note that feedback plays an important role in how students perceive their progress. Students will also look for feedback from you most of the time (even in non-verbal ways). It is important to keep track of how you react to a students performance as they could takeaway reaction negatively. https://www.cambridge.org/gb/files/4415/8594/0876/Giving_Feedback_minipaper_ONLINE.pdf

Language Acquisition Theories

In the field of TESOL, you may often hear about language acquisition – which is the sub-conscious development of language that takes place as a result of interactions and input (unintentional process).

From different theories about language acquisition, teachers have developed different methods and strategies over the years to try and replicate the conditions that helped students learn their native language. Here is a short list of some of these theories:

Plato and Innate Knowledge

Descartes and Cartesian Linguistics

Locke and Tabula Rasa (Frankenstein’s Creature)

Skinner and the Theory of Behaviorism

Chomsky and Universal Grammar

Schumann and the Acculturation Model

Krashen and the Monitor Model (Comprehensive Input Hypothesis)

Overview of Teaching Methods and Approaches

There is an array of teaching methods and approaches used in the TESOL Field alone. This is not an exhaustive list of methods, however, only a short list of some methods you might encounter in your classrooms.

Grammar Translation Method

Grammar, vocabulary and structural rules are taught in elaborate detail using difficult texts with little regards to content.

A typical class will have grammar explained in-depth and then students practice the forms through various workbooks, fill-in-the blanks and translation.

This is the most common way language classrooms are run in Japan, though this is slowly starting to change.

Communication Language Training (CLT)

CLT emphasizes interaction as both the means and the primary goal of learning a language.

It uses authentic texts and materials, emphasizing communication, effective Teacher Talking Time, scaffolding, graded language, and careful consideration of how mistakes are corrected.

Teachers set up classes around situations that students are most likely to encounter and ensure that language fits these real life scenarios.

Activities are usually done in groups or pairs and the learners themselves must figure out meanings and work to communicate with one another.

CLT has been the go-to for many TESOL professionals in recent year, taking over the space left by Grammar Translation in others places. Even Japan is moving towards a more communicative based activities in recent years.

Task-Based Language Teaching (TBLT)

The focus is to help students become effective communicators as opposed to accurate ones. Students use the language to complete some sort of “task” or to “do” something. Some features include:

Student-centered learning

Groups and pair work

Emphasis on meaning

The teacher sets up activity, facilitates, and offer feedback

Activities for TBLT include having students use the target language to practice

Planning a vacation

Ordering something on the phone/online

Checking out at a store

Making presentations

Total Physical Response Method (TPR)

The Total Physical Response (TPR) method combines language and skills through the use of touch and movement with the goal to increase learner motivation.

Students are not forced to participate or speak but are encouraged to do so when they feel comfortable and confident.

Some strategies include:

Modeling / use of gestures to help convey meaning (teachers picking up book while saying “open your textbook”).

Teaching simple vocabulary though pointing.

Repetition of words.

Allowing students to use touch items / use of realia (real items or props to help with learning process).

Strategies from TPR can be especially effective with young learners as the addition of visual cues helps them determine meaning more easily.

Present, Practice, Production (PPP) / Engage, Study, Activate Method (ESA)

First, the teacher will present the target language in context along with any other pertinent information.

Next, the students practice the language learned by using reproduction techniques.

Finally, they produce the target language by creating sentences on their own and or communicating on their own in the target language.

ESA is quite similar to PPP. The main difference in that ESA allows for more movements and flexibility between the three steps (as opposed to PPP in which each step must be followed in order).

Heavy emphasis is put on student engagement at the beginning of a lesson.

Test, Teach, Test (TTT)

Test, Teach, Test follows a pattern that is a reflection of its name:

First, students are given an activity to complete WITHOUT help from the teacher.

Next, based on the assessment, the teacher than plans and presents the target language to the students.

Finally students are given a new activity to practice the target language.

Final Words of Advice

Some of these methods are useful for singular activities rather than for an entire lesson/class. Use different methods and strategies for your students (remember everyone learns in a slightly different way).

Be aware that some special education students might need a specific method/routine so they do not feel overwhelmed.

TEFL/TESOL Introduction