A Critical Discussion of Teaching Approaches in TESOL – Term Paper Example

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The paper "A Critical Discussion of Teaching Approaches in TESOL" is a wonderful example of a term paper on education. There are many approaches that can be used to teach English as a second language in the modern world. Teaching English as a foreign language (TEFL) or teaching English as a second language describes the teaching of English to Learners whose native language is not English. TEFL is mainly undertaken in the learner’ s own nation either within the public school system or privately for instance in a part-time language school or with a private tutor.

TEFL teachers can either be native or non-native speakers of English. The teaching of English being a foreign language has become one of the most essential subjects in most European primary schools at the moment. The implementation of the language has created the need to establish well-thought objectives that might be different from those found in secondary schools. While in the secondary school the formal aspects of English are emphasized, tutors in primary schools apply a different approach since primary school learners are young and may not internalize some of those aspects.

As a result of this perspective, the various educational departments have decided to create the main objective of EFL teaching, the enhancement of four skills: listening, speaking, reading, and writing. Terminology and types There are many acronyms that are in the application in the teaching and learning of the English language which at times may be confusing. English is a language that has a vast reach and influence and taught in many countries all over the globe under various conditions and circumstances. In the English-speaking nations, English language instruction has mainly evolved in two wide directions: instruction for individuals with the intention of living in an English-speaking nation and for those without such intentions.

The difference between the two divisions has been widening as the instructors of the two categories use different instructional methods and different terminologies as a result of distinct qualifications acquired from different professional associations. The two categories have diverse funding structures, that is, public in the former while the latter is funded via private means. The two further confuse since the two chief engines of the English language, the United States and the United Kingdom refer to them using different names (Smith, 2005).

The following are the accepted technical definitions of the two categories of English language: English outside English – speaking nations EFL, English as a foreign language implies the use of the language in non-English speaking regions. The study can take place either in the learners' home nation, as part of the normal institution curriculum or otherwise, or, for the lucky individuals, in an Anglophone nation that they visit especially after completing university education.

TEFL is the instructing of English as a foreign language which can take place in any nation, whether English-speaking or not. Normally, EFL is taught either to pass exams as a pre-requisite of an individual’ s education or for career advancement while working for a company with an international interest. EFL can be part of the state school curriculum in nations where English is not accorded a special status and can also be supplemented by lessons funded privately. Tutors of EFL generally presume that learners are literate in their native language.

The Chinese EFL Journal and the Iranian EFL Journal are examples of international journals published to assist in teaching the English language in nations where the language is used as a foreign language (Smith, 2005).

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