Remigio Díaz Benítez

DOI: https://doi.org/10.47133/tegc_ch03

ABSTRACT

In today’s world of English language teaching, English classes span a wide range of diversity regarding context and purpose. When categorized by societal context, classes are called English as a Foreign Language or English as a Second Language. When targeted for specific fields or professions, classes are called English for Specific Purposes or English for Occupational Purposes. When the purpose is using English in university settings, classes are called English for Academic Purposes. Yet, when the purpose is meeting the needs of diverse learners, classes are called General English or English for General Purposes. These distinct classes can be further differentiated based on methodology such as Content and Language Integrated Learning, Learner-Centered Instruction, Task-Based Language Teaching, Project-Based Learning, Theme-Based Instruction, and Strategies-Based Instruction. In this chapter, you will reach a better understanding about the diversity of English classes and the reality of our profession. 

Keywords: diverse English classes, differentiated methodology, different classroom settings, societal contexts

How to cite this chapter: 

Díaz Benítez, R. (2023). The Diversity of English Classes. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 59-67). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch03

INTRODUCTION

The English language teaching (ELT) profession has given rise to a wide variety of English classes. In the 21st century, English learners have access to diverse classes for all ages, language levels, cultural backgrounds, and learner needs. All classes focus on effective learning but do so through different methods and techniques. Some classes target oral communication while others take a holistic approach to language learning. This chapter examines the diversity of English classes to inform you about the different types of classes that you might one day be teaching.  

Background

ELT efforts began in the 19th century with the Grammar Translation Method, which focused on translating disconnected sentences from the target language into a student's native language. This “analytical grammar-translation approach became firmly entrenched as a way to teach not only Latin but also, by extension, the vernaculars that had become modern languages” (Celce-Murcia et al., 2014, pp. 4-5). During the 20th century, the way of teaching English emerged into different methods, approaches, and varieties of English classes. By targeting learner needs and goals, these English classes became even more diverse. Since entering the 21st century, the diversity of English classes has become so extensive that it is no longer possible to talk about a single type of class, method, or technique.

MAJOR DIMENSIONS

This section describes diverse English classes based on context and purpose. 

English as a Foreign Language

English as a Foreign Language (EFL) defines the type of classes in countries where English is not spoken as a native language, such as in the Outer Circle and Expanding Circle (Kachru, 1985). In these countries, the majority language is a language other than English; hence the reason for this class being called EFL. Students in EFL settings "do not have ready-made contexts for communication beyond their classrooms" (Brown & Lee, 2015, p. 160). This means that EFL students are exposed to English only during class hours. Outside of class, EFL students might interact through the media and social networks or perhaps with their classmates such as when doing homework. By being aware of this potentially limited exposure to English within EFL settings, teachers need to maximize their students’ exposure to English in other ways because extensive exposure is a key element for language learning. 

English as a Second Language

English as a Second Language (ESL) defines the type of classes in countries where English is spoken by most people as a native language, such as in the Inner Circle (Kachru, 1985). In contexts where English is the majority language, English learners are immersed in an English-speaking environment for the learning and acquisition of a second language (L2). In other words, they are exposed to English inside and outside the classroom. This situation is especially relevant for teachers because they can select lesson activities using the real language that students encounter outside the classroom. In this sense, ESL learners are usually already “in a target living community (e.g., Britain, the USA, etc.) and needing the target language (English) to survive and prosper in that community" (Harmer, 2007, p. 19).

English as a Third Language

English as a Third Language (L3) describes the learning of English in countries that have two or more official languages with none being English. These official languages and their uses might be present at various levels of social interaction. An example of such a country is Paraguay, which has Spanish and Guarani as official languages. In such contexts, English is learned as a third or subsequent language (L3). This requires the teacher to select activities appropriately for students who are already bilingual and, as such, may experience other types of interference between their existing languages and English. Although certain similarities exist with L2 settings, the educational aspects of teaching English as an L3 differ from those of teaching English as an L2 and might have additional implications concerning the optimal age for introducing different languages and the desired level of proficiency (Jessner & Cenoz, 2007). In other words, teachers need to consider the most appropriate methods, strategies, and activities for classes in which three languages are present, thus ensuring effective teaching and learning.

English as an Additional or New Language

English as an Additional Language (EAL) is the term used in Canada and other bilingual countries where English is one of the official languages. Another frequently used term is English as a New Language (ENL). Both terms view English as being added to a learner’s expanding linguistic repertoire rather than being the learner’s second or third language. When an additional language is acquired, an additional culture is also acquired with “a new path to another type of cognition, another set of emotions, another identity, and even a different filter of reality” (Perna et al., 2015, p. 2).

English for Speakers of Other Languages 

English for Speakers of Other Languages (ESOL) is a perspective that emerged in the ELT field as not distinguishing teaching and learning contexts as being either EFL or ESL. This ESOL perspective is useful given that millions of people with home languages other than English now interact daily in English with others around the globe. Because English has become a worldwide language of communication and, as such, today’s lingua franca, the learning of English has also become globalized. Rather than as EFL or ESL, teachers can select and adapt content, methods, techniques, and activities for an ESOL-oriented classroom as described here:

The use of English for international communication, especially with the Internet, means that many ‘EFL students’ are in effect living in a global target-language community and so might be thought of as ‘ESL students’ instead! Partly as a result of this we now tend to use the term ESOL (English for Speakers of Other Languages) to describe both situations. (Harmer, 2007, p. 12)

General English

General English (GE), also called English for General Purposes, is probably the most popular type of English instruction around the world (Harmer, 2007). GE students "often do not have a particular reason for going to English classes, but simply wish to learn to speak (and read and write) the language effectively for wherever and whenever this might be useful for them" (p. 11). In most cases, students enroll in GE courses because they like the language and its customs and, therefore, want to use English to communicate. Other GE students enroll because parents feel that English is a key to their children’s future. Most English language institutes offer GE classes and classify them by proficiency levels such as beginning, intermediate, and advanced plus several other variations. 

English for Specific Purposes

English for Specific Purposes (ESP) is when English is taught and learned for a specific field, such as targeted professions and occupations (e.g., nursing, tourism). ESP is different from GE because language learners usually need to have an intermediate level of GE before taking an ESP class. Another difference is how ESP has two branches—academic and occupational. Hence, ESP can be further divided into “English for Academic Purposes (EAP), which prepares students for studying in foreign universities, and English for Occupational or Professional Purposes (EOP/EPP), which prepares learners for functioning in a particular profession” (Donesch-Jezo, 2012, p. 1).

English for Academic Purposes

EAP classes are found in higher education settings and in centers for researching and publishing. Although EAP differs from ESP by focusing on academic contexts, “the view of EAP as a sub-discipline within ESP still holds,” especially within the applied linguistics and English language teaching fields (Hamps-Lyons, 2011, p. 89). EAP students must already have an advanced level of GE and are expected to be able to use the advanced technical vocabulary needed for their specialization. In their EAP classes, they learn complex grammatical structures for presenting different types of texts required in their academic training and for writing academic manuscripts about their expertise.

English for Occupational Purposes

EOP classes are characterized by teaching and learning the vocabulary of an area of knowledge and, also, by practical applications in real-life workforce settings where students are working or planning to work. Usually viewed as an ESP branch, EOP “covers situations in which learners are studying English for work related reasons. The courses are based on an analysis of their specific communicative needs in their work” (Supriadi, 2019, p. 3). A major part of an EOP class is dedicated to the workplace in which students are already interacting or will be interacting. As such, EOP classes entail workplace-specific knowledge and expressions.

PEDAGOGICAL APPLICATIONS

The wide diversity of classes mentioned above can be further differentiated based on the methodology being used.

Content and Language Integrated Learning

Content and Language Integrated Learning (CLIL) is characterized by using the English language to teach content through English. In this otherwise EFL context, CLIL is not an English language class in which students learn English. Instead, CLIL is an approach used at many bilingual schools where academic subjects (e.g., science, mathematics, literature) are taught with English as the medium of instruction. Often, with no previous English, learners enter these bilingual schools at 3 or 4 years of age and are expected to learn language and content together. While advancing from year to year, they learn age-appropriate content by using progressively higher levels of English. In other words, students learn language through content, and they also learn content through language. 

Learner-Centered Instruction

Learner-Centered Instruction describes English classes where the students and their interests are at the center of instruction in contrast to approaches with the teacher at the center of instruction. Historically, the teacher was the source of all knowledge and transmitted knowledge without having students participate actively in the teaching-learning process. As other perspectives emerged, attention became focused on students, thus changing that traditional model and converting students into active participants within the language learning process. According to Brown and Lee (2015), “Learner-centered instruction turned teacher-centered models ‘upside down’ by playing down the all-knowing, authoritative role of the teacher and giving opportunities to students to participate in a classroom without fear of being scolded or belittled by a teacher” (p. 45). Learner-centered instruction has become a preferred teaching mode and can be combined with several of the following teaching methods. 

Task-Based Language Teaching

Task-Based Language Teaching (TBLT) structures the teaching of language around students developing language while doing tasks. In TBLT classes, learners perform tasks by completing activities within a given time period while participating in communication acts similar to those in the real world. Here, the learning of a new language is seen as “a developmental process enhancing communication and social interaction rather than a product internalized by practicing language items … (where) learners master the target language more powerfully when being exposed to meaningful task-based activities in a natural way” (Hismanoglu & Hismanoglu, 2011, p. 47). Within TBLT, “task-based teaching makes an important distinction between target tasks, which students must accomplish beyond the classroom, and pedagogical tasks, which form the nucleus of the classroom activity” (Brown & Lee, 2015, p. 47).

Project-Based Learning

Project-Based Learning (PBL) focuses on student experiences. Such experiences help students use the target language to carry out various activities such as research projects, field trips, and hands-on projects. By performing certain actions, learners use language as a vehicle through which class objectives are achieved. To reach this goal, PBL favors the integration of language macro-skills within classes that incorporate learning by doing, discovery learning, and inductive learning. This type of “experiential learning emphasizes the psychomotor aspects of language learning by involving learners in physical actions into which language is subsumed and reinforced” (Brown & Lee, 2015, p. 51). 

Theme-Based Instruction

Theme-Based Instruction (TBI) is based on the idea that learning should be grounded in meaningful situations or topics. TBI classes are usually found in institutions that use topic-based curricula. Such classes are aimed at intermediate or advanced language learners who wish to learn more about a particular content without ignoring the grammatical aspects of a language. These classes combine thematic content and language skills with the objective “to use content materials to advance students’ language competence and proficiency. The themes are selected based on their potential contribution to achieve this objective” (Jiang, 2017, p. 170). TBI favors the integration of language macro-skills and motivates students to investigate content of their interest that might not be included in textbooks.

Strategies-Based Instruction

Strategies-Based Instruction (SBI) is based on making students responsible for their own learning (Moya, 2014). This does not imply ignoring the teacher's role within the teaching and learning process. Rather, in SBI classes, the teacher provides settings where students recognize the value of assuming responsibility for learning. SBI views language learning as needing dedicated time and effort that can only be achieved when learners understand this concept and become responsible for their own learning. With the goal of learners becoming “self-driven independent learners beyond the classroom, they need to be fully aware of their own strengths, weaknesses, preferences, and styles” (Brown & Lee, 2015, p. 53). With SBI, the macro-skills of language are integrated with a learner’s search for autonomy.

In this chapter, you learned about many different types of English classes within the diversity of ELT. You also learned how these English classes can be differentiated by their context and purpose as well as by their respective methodologies.

Here are some key concepts about the diversity of English classes:

• Diverse English classes are taught around the world.

• This diversity in ELT corresponds to different contexts, purposes, and methods. 

• Depending on context, English classes can be EFL, ESL, ESOL, EAL, or ENL.

• As determined by the institution, different English teaching methods are selected for targeting students’ ages, proficiency levels, and needs. 

Based on what you have learned about diverse English classes, answer these questions:

1. Why is GE more popular than other models of English instruction? Explain.

2. How similar or different are EAL and L3 for teaching and learning?

3. What are two main branches of ESP? What are some major characteristics of an ESP class?

4. What are some major characteristics of learner centered instruction?

To practice what you have learned about diverse English classes, do the following:

1. Prepare a chart identifying the main characteristics of TBLT, PBL, TBI, and SBI.

2. Observe an ESP class offered in a university’s science department, such as the Facultad de Ciencias Exactas y Naturales at the Universidad Nacional de Asunción. Determine if ESP characteristics are present in the class you are observing.

3. Design a project for English students based on PBL.

4. Prepare a lesson plan for teaching a TBLT class with upper-intermediate students.

5. Observe a class that is characteristic of CLIL such as at a school that follows a curriculum from the United States, Great Britain, or another English-speaking country.

To learn more about diverse ELT classes, consider visiting these websites:

• Diverse Learners. https://special-ed.utah.edu/diversity/linguistic-sites.php 

• ESP Resources. https://eeeaward.com/esp-resources/ 

• Interactive Sites: https://researchguides.library.wisc.edu/c.php?g=177873&p=1169756 

Relevant discussions related to World Englishes are addressed in other chapters of this book: 

Chapter 7 Embracing Young Learners by M. Gandolfo, B. Damiani, and L. Caperochipe

Chapter 8 Teaching and Engaging Adolescent Learners by V. Ariza-Pinzón

Chapter 9 Empowering Adults for Autonomous Learning by M. Zalimben

Chapter 13 Designing Learner-Centered Classrooms to Promote Active Learning by H. Kaiser

Chapter 18 Teaching English in Different Contexts by R. Díaz

Chapter 19 Incorporating Inclusive Education Practices in ELT by R. Mazzoleni

Chapter 24 Teaching in Virtual and Hybrid Classrooms by Y. Grevtseva and E. Zyrianova

Chapter 26 Counterbalancing Content and Language Integrated Learning by A. Roca

Chapter 32 Major ELT Trends in the 20th Century by C. Onatra and S. Palencia

Chapter 33 Current Approaches in English Language Teaching by N. Dantaz

Chapter 36 Task-Based Approach With Adult Learners by C. Giménez and I. Rolón 

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson.

Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (Eds.). (2014). Teaching English as a second or foreign language (4th ed.). Heinle Cengage; National Geographic.

Donesch-Jezo, E. (2012). English for Specific Purposes: What does it mean and why is it different from teaching General English? [conference paper]. https://www.researchgate.net/publication/308914571

Hamps-Lyons, L. (2011). English for academic purposes. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 126-130). Cambridge University Press. (Original work published 2001). https://doi.org/10.1017/CBO9780511667206.019

Harmer, J. (2007). How to teach English (2nd ed.). Pearson. 

Hismanoglu, M., & Hismanoglu, S. (2011, December). Task-based language teaching: What every EFL teacher should do. Procedia - Social and Behavioral Sciences, 15, 46-52. https://doi.org/10.1016/j.sbspro.2011.03.049 

Jessner, U., & Cenoz, J. (2007). Teaching English as a third language. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching: Vol. 15. Springer international handbooks of education (pp. 155-167). Springer. https://doi.org/10.1007/978-0-387-46301-8_12

Jiang, S. (2017, July). The impacts of theme-based language instruction: A case study of an advanced Chinese intensive program. Journal of Less Commonly Taught Languages, 21, 167-208. https://www.researchgate.net/publication/318039776 

Kachru, B. B. (1985). Standards, codification, and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and the literature (pp. 11-36). Cambridge University Press.

Moya, M. (2014). Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework. Matices en Lenguas Extranjeras, 8(1), 49-79. http://revistas.unal.edu.co/index.php/male 

Perna, C. B. L., Molsing, K. V., & Ramos, Y. D. S. (2015, October). Teaching and learning English as an additional language: The Brazilian context. Brazilian English Language Teaching Journal, 6(1), 1-11. 

Supriadi, Y. (2019). English for professional purposes paper: English for specific purposes course design. English Education Department; Siliwangi University. https://www.researchgate.net/publication/332446791  

Remigio Díaz Benítez is head of the language education department at Paraguay’s Instituto Nacional de Educación Superior (INAES). Remigio has been a university professor since 2008 and has taught linguistics, didactics, pedagogy, research methodology, and theories of education at the INAES, Universidad Nacional de Itapúa, and Universidad Evangélica del Paraguay. He earned undergraduate degrees in English and Spanish at the Universidad Nacional de Asunción and a master’s degree in education at the Universidad Americana (Paraguay). Remigio has also pursued a doctorate in educational sciences at the Universidad Evangélica del Paraguay. 

ORCID: https://orcid.org/0009-0008-2932-761X 

Email for correspondence regarding this chapter: rdiaz@uepgutenberg.edu.py

Cover Photo by Sam Balye on Unsplash