English as a Foreign or Second Language

English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), and English as a foreign language (EFL) all refer to the use or study of English by speakers with different native languages. These terms are most commonly used in relation to teaching and learning English, but they may also be used in relation to demographic information.

English language teaching (ELT) is a widely used teacher-centred term, as in the English language teaching divisions of large publishing houses, ELT training, etc. 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.

Other terms used in this field include English as an additional language (EAL), English as an international language (EIL), English as a lingua franca (ELF), English for special purposes, or English for specific purposes (ESP), English for academic purposes (EAP). Some terms that refer to those who are learning English are English-language learner (ELL), limited English proficiency (LEP) and culturally and linguistically diverse (CLD).

The many acronyms and abbreviations used in the field of English teaching and learning may be confusing. English is a language which has great reach and influence; it is taught all over the world under many different circumstances. In English-speaking countries, English language teaching is essentially evolved in two broad directions: instruction for people who intend to live in an English-speaking country and for those who do not. These divisions have grown firmer as the instructors of these two "industries" have used different terminology, followed distinct training qualifications, formed separate professional associations, and so on. 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: as many eloquent users of the language have observed, "England and America are two countries divided by a common language." (Attributed to Winston Churchill, George Bernard Shaw, and Oscar Wilde.) The following technical definitions may therefore have their currency contested.

Language teaching practice often assumes that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English (a contrastive analysis approach). A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German, because German is closely related to English, whereas Chinese is not. 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 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 "language interference". 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').

Some students may have very different cultural perceptions in the classroom as far as learning a second language is concerned. Also, cultural differences in communication styles and preferences are 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.

Varieties of English
England, the historical home of English, has significant regional language differences in pronunciation, accent, vocabulary and grammar.
The thriving communities of English native speakers in countries all over the world also have some noticeable differences in pronunciation, vocabulary and grammar.
English has no organisation that determines the most prestigious form of the language - unlike the French language which has the Academie de la langue française, Spanish language's Real Academia Española, the Brazilian Portuguese Academia Brasileira de Letras, or the Italian Accademia della Crusca.
Teaching English therefore involves not only helping the student to use the form of English most suitable for his purposes, but also exposure to regional forms and cultural styles so that the student will be able to discern meaning even when the words, grammar or pronunciation are different to the form of English he is being taught to speak.

Types of English
BE - Business English
EAL - English as an additional language. The use of this term is restricted to certain countries. See the discussion in Terminology and types.
EAP - English for academic purposes
EFL - English as a foreign language. English for use in a non-English-speaking region, by someone whose first language is not English. See the discussion in Terminology and types.
EIL - English as an international language (see main article at International English)
ELF - English as a lingua franca
ELL - English language learner. The use of this term is restricted to certain countries. See the discussion in Terminology and types.
ELT - English language teaching. The use of this term is restricted to certain countries. See the discussion in Terminology and types.
ESL - English as a second language. English for use in an English-speaking region, by someone whose first language is not English. The use of this term is restricted to certain countries. See the discussion in Terminology and types.
ESOL - English for speakers of other languages. This term is used differently in different countries. See the discussion in Terminology and types.
ESP - English for specific purposes, or English for special purposes (e.g. technical English, scientific English, English for medical professionals, English for waiters).
EST - English for science and technology (e.g. technical English, scientific English).
TEFL - Teaching English as a foreign language. This link is to a page about a subset of TEFL, namely travel-teaching. More generally, see the discussion in Terminology and types.
TESL - Teaching English as a second language. The use of this term is restricted to certain countries. See the discussion in Terminology and types.
TESOL - Teaching English to speakers of other languages, or Teaching English as a second or other language. See the discussion in Terminology and types.
TYLE - Teaching Young Learners English. Note that "Young Learners" can mean under 18, or much younger.

Other abbreviations
BULATS - Business Language Testing Services, a computer-based test of business English, produced by CambridgeEsol. The test also exists for French, German, and Spanish.
CELT - Certificate in English Language Teaching, certified by the National Qualifications Authority of Ireland (ACELS).
CELTA - Certificate in English Language Teaching to Adults
CELTYL - Certificate in English Language Teaching to Young Learners
DELTA - Diploma in English Language Teaching to Adults
ECPE - Examination for the Certificate of Proficiency in English
IELTS - International English Language Testing System
LTE - London Tests of English by Pearson Language Tests
TOEFL - Test of English as a Foreign Language
TOEIC - Test of English for International Communication
UCLES - University of Cambridge Local Examinations Syndicate, an exam board