In my teaching and training life, I have heard a lot of excuses here in Korea about why certain things can’t or must be done here because, you know, Korea is an EFL situation. I have been known to be confused about what people really mean when they use terms like ESL and EFL. Additionally, I have been heard to mutter that EFL and ESL are outdated concepts at best. I’ve also talked about ELF (English as a Lingua Franca) with nearly anyone who has had the misfortune of talking about teaching English with me in the last 3-4 years. Alex “The Breathy Vowel” Grevett’s posts are a nice intro to the topic of ELF.
Back to ESL and EFL for a moment. Some folks seem pretty attached to the EFL/ESL dichotomy. Quite rightly, in my view, some of them point out that research in one area doesn’t mean a guarantee that it will carry over to the other. Having said that, I don’t think it gives us a lot of information about the students or their goals of the situation. Guys, (to my understanding) this distinction comes from ages ago when there were only 2 reasons to study English. The first was to live in an English speaking country (and thus to sound just like a “native speaker?) and the second was to be good at the grammar of English and to be able to read the classics. Things have changed. A lot. Now there are so many exceptions and that the expanding circles are expanding and changing shapes in ways that were unexpected making these terms not only potentially confusing but also less than meaningful.
After connecting with teachers of English all around the world via Twitter I have been trying to note similarities and differences in teaching contexts. I have found the handy ESL/EFL labels don’t really tell me much about someone else’s situation. Lately I have been thinking my teaching context has much more in common with English for Academic Purposes (EAP) programs in Canada (or anywhere, shoutout to Tyson anyway) than it does with General English Programs (GEPs) right down the street in Seoul. There must be distinctions that make more sense and give us more information and insight about the context than boring old ESL vs. EFL. Right? There must be other ways to think of contexts beyond ENSP and TENOR (“English for no Specific Purpose” and “Teaching English for No Obvious Reason”). Plus, as I always say, the thing this field needs is some more acronyms! So, I humbly offer the following ways to describe and distinguish between English teaching contexts. Apologies if I am just making up names for things that have already been named.
EILS and EIPS
English in Language Schools and English in Public Schools
To my eyes this distinction doesn’t seem to get enough coverage when considering teaching contexts or discussing teaching techniques. This distinction seems more important to me than the country in which the classes happen to be occurring. I am thinking, for example, that language school classes in London have quite a bit in common with language school classes in Seoul and that public school classes in Brazil have a fair amount in common with public school classes in Daegu or Delhi.
[Of course one could say that English classes in the States are drastically different from those in Japan and I would have to concede that point but it doesn’t mean that the above is incorrect or that this is not a distinction we should consider.]
Please note that this distinction is closely related to the next 3.
EWMS and EFS and EVFS
English with Many Students and English with Few Students and English with Very Few Students
Class dynamics, suitable techniques, expectations and potential for individualized attention from the teacher are all related to this distinction. Why is this not mentioned so much? I think it should be one of the first considerations when defining contexts. The question is “How many is ‘many’?”
Some teachers might want to add something about multi-level classrooms here or to create an entirely new grouping but my feeling is that they are all multi-level classrooms.
E2PC and E2NPC
English to Paying Customers and English to Non Paying Customers
Think about all the related factors here! Especially motivation. I have worked in private language schools where some of the customers didn’t pay out of their own pocket but were instead reimbursed by their companies or universities. It almost always obvious on the first day who had paid their own money to be there and who had been sent. There was a dramatic difference. The idea that students might tend to be less motivated and goal oriented can be related to to EIPS and EP4BP (English Paid for by Parents) as well. When describing teaching situations I think it is important to consider if the students have paid for the classes with their own money.
GEC and UGREC
Graded English Courses and Ungraded English Courses
Such a key aspect! This can be further split into GEC-WGAM (Graded English Courses Where the Grades Actually Matter) but the idea is the same. Having grades tends to change things. I don’t want to say that grades are neccesary or problematic. I just want to say that this is another dynamic to consider when describing and considering teaching contexts.
English for Status Reasons
Highly related to ENSP, this is very common in Korea. People of a certain socio-economic status seem to take English lessons because this is what people of their socio-economic status tend to do. They don’t seem to have goals other than being sure to tell their friends that they are taking English classes. This can be quite challenging for the teacher that is focused on progress.
English as a Compulsory Subject
As it says in the title, this is when English is a required course. This is obviously very common in EIPS and GEC situations. Here in Korea it is also very common in universities, which means all students need to take and pass at least 1-2 English courses in order to graduate, regardless of their majors. As you might expect, the motivation and expectations from ECS can be quite low. Problems can also arise when students that are extremely motivated to learn are forced to take ECS courses with classmates who don’t share this level of motivation.
Speaking English as an Alternative Language
This is for situations where it is helpful culturally/socially/politically to have English as an option. English provides another choice for students who might have reasons not to speak the dominant language of the particular region they find themselves in.
CGE and CDE and CFE
Coursebook Dominated English and Coursebook Guided English and Coursebook Free English
Another continuum to ponder. How prevalent are coursebooks in the given context? Are they a resource? A requirement? Are students expected to touch every page or someone will get upset? Is the table of contents the syllabus? Can the teacher teach out of order if she so decides? Are all the assessments linked to the textbook? And so on.
FO-TOEIC and FO-TOEFL and FO-IELTS
Focused on TOEIC and Focused on TOEFL and Focused on IELTS
This is where the focus of a course is on students achieving a certain score in external demands. The scores on these exams are much more important than the other factors. Students need and want practice and language for the test but not for English improvement.
(See also: FO-CCs (English focused on Cambridge Certificates))
The following just apply to the teacher and teaching environment
TUCS and TURS
Teaching Under Crazy Supervisors and Teaching Under Reasonable Supervisors
While most of the other points are focused on the students this is another aspect that we need to consider when describing teaching situations. To many otherwise tolerable teaching jobs have been ruined by shoddy (and worse) management. There are surely more places along this continuum between and beyond crazy and reasonable but this is a start.
TACC and TARC
Teaching Along Crazy Colleagues and Teaching Along Reasonable Colleagues
As above with supervisors. For teachers, those with whom we work is a very important factor in determining how well we maintain our sanity as well as how we perceive the context and our place in it.
Teaching as a Connected Teacher
This is for teachers connected to teachers around the world. I have found it is quite different from teaching as a non-connected teacher.
WIFI Hotspot Enabled Language Learning
Don’t let the “hell” fool you, this is about lessons where students and teachers have access to WiFi. Usually a good thing in my experience.
This is used to describe teaching situations where ubiquitous tech is ubiquitous. This is not always a good thing. This is especially a bad thing when teachers are faced with random decrees from the management like, “You must use the SMART board at least once per lesson.”
- What reasons are there (aside from the research point above) for continuing to think and talk in terms of EFL vs. ESL?
- To what do you attribute the staying power of the ESL/EFL dichotomy?
- What other distinctions/categories do you think are important?
- Are there other well-known categories out there?
- What did I miss in regards to the “old school” reasons for learning English?
SometimesOften my posts are a bit tongue in cheek. Sometimes people misunderstand how serious I am. The tongue-in-cheek ranking for this post is 6.5/10.
- One thing that jumped out at me as I was thinking about these categories is how they can fit quite nicely with each other and we can use them together with other examples from the list in order to convey a great deal of information about a teaching situation.
Explain the following acronyms to yourself or to a friend.
I’d like to thank they witty, clever, knowledgeable, and kind Lord Andrew Pollard for graciously allow me to use his brainchild “ECS” above.
Actually I didn’t even ask for permission.
The deep, intelligent, and broody Michael Chesnut also provided the acronym and explanation for SEAL. For this I give my gratitude.
(What else should I add?)