ELT Basics: A Beginner's Guide to English Language Teaching

Introduction

English language teaching (ELT) is teaching English to people who are learning English as a new language. These learners already speak one or more other languages; they are learning English as an additional language.

There are many different contexts in which the English language is taught. Following are some of these contexts:

Foreign language classrooms in countries where English is not a dominant language

English language schools where students study only English (These schools might have programs for different age groups. They also might have specialized courses, such as test preparation courses or courses for specific professions, such as business.)

Bilingual or dual language programs, where English is used as one of the mediums of instruction

Schools that are fully in English, where students are receiving some English language instruction, but are also hearing and using English in all their classes

English-learning programs for adults who might be immigrants or refugees

University programs for international students

Workplace programs catering to the language needs of a specific workplace

These are only some of the possible contexts where English is being taught as an additional language. Any place where students are learning English and where there is active instruction to help them is an ELT context.

Terms

There are also many different terms used for learning and teaching English. You can find a resource for understanding many of these terms in Appendix A. Here are just a few of the most common terms that you might have seen or heard:

Context-Related Terms

EFL (English as a foreign language): This term is sometimes used to talk about learning English within a society where English is not the dominant language.

ESL (English as a second language): This term is sometimes used to talk about learning English within a society where English is the dominant language.

ESOL (English for speakers of other languages): This term refers to learning English in any context when English is not the first language.

TESOL (teachers of English to speakers of other languages): This term is sometimes used for the field or profession of ELT.

Learner-Related Terms

ELL or EL: English language learner or English learner: This term is sometimes used to describe someone who is learning English as a new language.

MLL (multilingual learner): This term is sometimes used for language learners in recognition of the student’s other rich language skills.

MLE (multilingual learner of English): This term is sometimes used for learners of English, specifically, also in recognition of the student’s other rich language skills.

In the past, sometimes terms were used for learners that emphasized a language deficit, or that reflected a deficit-based way of thinking about language learners. For example, English learners in the United States were sometimes called limited English proficient and referred to as LEP students. It’s important to recognize all the language skills that students have, in home languages and languages being acquired, and to use terms that value students’ diverse language skills. There has been a movement in the ELT field toward asset-based terms and ways of looking at learners, such as using the term multilingual learner of English (MLE), which draws attention to students’ existing language skills and does not frame lack of language knowledge as a deficit.

In this book, the term ELT is used to describe English language teaching in any context. A person who is learning English is referred to in different ways, depending on the context. Terms used might include student, English learner, multilingual learner of English, or others that are relevant to the topic of discussion.

Training for ELT

Ideally, all teachers of the English language have training in language teaching. Training programs for teaching the English language include those offered in university teacher preparation programs and shorter certificate level training. However, sometimes teachers begin teaching the English language before they have had the opportunity to receive training. This book aims to meet the needs of these teachers, while also serving as a review, quick guide, or resource for those who have basic, limited, or partial training.

Overview of This Book

This book begins in Chapters 1 and 2 with important background knowledge in understanding language and language acquisition. The remainder of the book focuses on the practice of ELT.

Chapter 3 highlights the many differences in learners and contexts in the field of ELT. English is learned around the world by students of all ages, in many different kinds of schools and programs, for many different purposes. This chapter addresses these differences and how they impact ELT.

Chapter 4 gets to the heart of ELT, addressing the planning and teaching of English language lessons. Sample lesson plans are provided, and teaching skills, such as providing feedback, are addressed.

Chapter 5 addresses the assessment of language learning and various uses of assessment. Important concepts, such as tailoring assessment systems to learners’ goals, aligning assessment with instruction, and considering cultural impacts on assessment, are covered.

Chapter 6 describes numerous activities that can be used in English language lessons. Activities are sorted into the categories of speaking and listening, reading and writing, and integrated skills. Each activity includes information about the types of students and teaching points for which it could be effective.

Chapter 7 outlines different types of training programs for becoming an ELT professional. This chapter includes information about the different content and purposes of short-term training programs versus longer university-level programs, with guidance provided for evaluating training programs.

All the terms in bold throughout the book are found in the glossary on page 132. Readers can use this resource to quickly recall the meaning of a term in the field of ELT.

Finally, the appendixes provide useful resources, including a guide to acronyms, some sample worksheets, and ELT web resources.

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CHAPTER 1

Understanding Language

Language is complex and multifaceted. This chapter discusses the different ways that people view language, and the reality that language is fluid and dynamic because it occurs within communities of language users. We will discuss the four language domains and the three dimensions of language: form , meaning , and use . Finally, this chapter addresses the differences between social and academic or professional language, and the impact of culture on language.

Language as a System; Language as Communication

There are different ideas about what it means to study, know, or learn a language. In all perspectives, people recognize the importance of knowing words. The words of a language are the starting point of knowing a language. But what is done with those words may be different depending on whether someone sees language more as a system or more as a means of communication. Sometimes, language classes focus on learning grammar rules. In these classes, students are learning about the language (as a system), but they are not using it for real communication (acquiring the ability to communicate in the language). Native speakers have learned the language primarily for real communication. They use the language well but may know very little about the systems of the language. Language is both a system and communication. One way to understand how these go together is this: Language is a system that is used for communication.

Language is both a system and communication.

Language as a system includes grammar, sometimes called structures; written symbols (such as the English alphabet); and the sounds of language, or its phonology. Language as a system tells us that the sentence She black hair has is not possible in English. It also tells us that pan and pen, though very similar, have different vowel sounds in English, and are two different words.

Language is also communication. The incorrect sentence She black hair has probably will still result in communication. Most English speakers can understand what the speaker is trying to communicate. However, the perfectly correct sentence Could you please close the door? could be misunderstood. The structure is a question, but the speaker isn’t really asking for an answer. This is a request, and the response should be to close the door.

Effective English language teaching (ELT) requires an understanding of language as both a system and as communication—of language as a system used to communicate. Sometimes, language classes don’t achieve this balance. For example, a language class might provide grammar lessons, but students might not be using the grammar they are learning for communication. In another example, students might be talking a lot with each other, but the teacher might not be providing feedback to help them communicate more accurately.

English learners should view language as a means of expressing ideas. A large part of what occurs in ELT should involve real communication in oral and written forms. This is often called communicative language teaching. (You will learn more about this and other methodologies in Chapters 2, 3, and 4.) However, the system of language provides the building blocks for achieving this communication. Without a shared system of grammar, sounds, and symbols, ideas cannot be communicated.

Correct Language

Language communities develop as groups of people use language to communicate with each other for specific purposes. Because English is used in very different places and ways around the world, there are many different English-using communities. What may be considered correct English in one may be considered incorrect in another. The following concepts contribute to these perceptions of what language is right:

nativeness

correctness

translanguaging

Let’s discuss these further.

Nativeness

Many people think that native speaker English is best and that native speaker–like proficiency is the standard that English learners should aspire to. Sometimes, being a native speaker of English is listed as a requirement for English teaching jobs. This perspective discriminates against highly proficient, well-trained English language teachers who simply may not have learned English as their first language. In addition, the term native speaker–like is sometimes used to describe someone who speaks an additional language very well, instead of simply saying that the person has high proficiency. All of these uses of the label native speaker are problematic. Let’s look at why.

To begin with, determining who is a native speaker is harder than it might seem. Consider the examples in Table 1:

TABLE 1. Problems With the Term Native Speaker: Examples

These situations reveal problems with using native speaker as a standard, requirement, or descriptor.

Even if it were easy to determine who is a native speaker, the goal of sounding like a native speaker is not a very useful one. English has many dialects. A dialect is a specific form of a language, usually spoken within a region, or spoken by a particular group of people. On one hand, two native speakers of English might use English very differently, because they speak different dialects. On the other hand, a native speaker and a nonnative speaker of the same dialect might have very similar speech and language usage. It’s much more helpful to talk about levels of proficiency (which are addressed in Chapter 5). For example, terms such as fluent English speaker or fully proficient English user can be used instead of native speaker to indicate full English proficiency.

TESOL International Association, the largest professional organization for teachers of the English language, has spoken out against