Which teaching style do you prefer: practicing conversations, completing tasks, or following structured exercises?
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READING & LISTENING
What the stories of Maria, Kenji, and Aisha have in common? How are they different?
📖 Maria and ESL (English as a Second Language)
Maria moved from Colombia to Boston with her family. At school, she was placed in an ESL program.
At first, she struggled with everyday conversations—ordering food, asking for directions.
Her teachers focused on BICS (Basic Interpersonal Communicative Skills), helping her practice greetings, small talk, and classroom instructions.
Within months, Maria could chat with classmates easily, but when faced with writing essays, she realized she needed EAP (English for Academic Purposes) later to develop CALP (Cognitive Academic Language Proficiency).
👉 Her journey shows how ESL programs prioritize survival and integration skills first, before moving into academic English.
📖 Kenji and CLT (Communicative Language Teaching)
Kenji, a university student in Japan, enrolled in an EFL course. His teacher used CLT (Communicative Language Teaching).
Instead of memorizing grammar rules, Kenji’s class was full of role-plays: ordering at a restaurant, debating a topic, or planning a trip.
Mistakes weren’t punished; they were seen as part of communication.
Kenji felt motivated because he could use English in real-world scenarios, not just pass exams.
👉 His story illustrates how CLT emphasizes fluency and interaction over accuracy, making language learning practical and engaging.
📖 Aisha and RuiEnglish Methodology
Aisha, an engineer from Egypt, needed English for her career in international projects. She joined a course built on the RuiEnglish Methodology.
Her lessons were personalized: she practiced presentations using her own project slides.
The teacher integrated tech tools—AI feedback on her writing, VR simulations of business meetings.
Progress was adaptive: when Aisha mastered workplace vocabulary, the system shifted focus to negotiation skills.
👉 Aisha’s experience shows how RuiEnglish blends communicative principles with modern delivery models, ensuring learning is tailored, motivational, and directly relevant to real-world goals.
✨ Together, these stories show the specificities of ESL, CLT, and RuiEnglish:
ESL → integration into a new society.
CLT → fluency through communication.
RuiEnglish → personalization + technology for professional success.
As you listen, fill the blanks with shared themes you notice across the three stories.
Think about aspects like:
English as a tool for growth
Communication as central to learning
Supportive teaching approaches
Real-world relevance
A📝 Complete the chart - What they have in common
Check your success
📝 Chart: What Do They Have in Common — Answer Key
B Listen again and complete how their stories are different
Check your success
English Teaching Acronyms and Meanings
English Teaching Acronyms and Meanings
The world of English Language Teaching (ELT) is a dynamic ecosystem of ideas, practices, and global exchange—yet navigating it can feel like deciphering an alphabet soup. These acronyms are far more than jargon; they are the essential keys to understanding how English is taught, learned, assessed, and theorized worldwide.
Foundations begin with the learner. EFL (English as a Foreign Language) and ESL (English as a Second Language) define core contexts, while more inclusive terms like EAL (English as an Additional Language) and ESOL (English for Speakers of Other Languages) reflect the complex, multilingual reality of modern classrooms.
Specialization follows context. The umbrella of ESP (English for Specific Purposes) branches into EAP (English for Academic Purposes)—crucial for developing CALP (Cognitive Academic Language Proficiency)—and EOP (English for Occupational Purposes), encompassing fields like BE (Business English) and VESL (Vocational ESL).
Methodology brings theory to life. CLT (Communicative Language Teaching) remains the dominant philosophical backbone, realized through structured frameworks like TBLT (Task-Based Language Teaching), PPP (Presentation, Practice, Production), and ESA (Engage, Study, Activate). This spectrum extends from focused methods like TPR (Total Physical Response) to materials-light philosophies like Dogme ELT, and includes integrated approaches such as RuiEnglish Methodology, which emphasizes learner-centered personalization, real-world application, and adaptive progression. RuiEnglish integrates communicative principles (CLT) with modern delivery models (blended learning, tech-enhanced practice), aiming to make lessons practical, motivational, and tailored to individual learner goals.
Professionalism is codified through qualifications and assessment. Career pathways are marked by credentials from TEFL and TESOL certifications to Cambridge's rigorous CELTA (initial certificate) and DELTA (advanced diploma). Meanwhile, frameworks like the CEFR (Common European Framework of Reference) establish global proficiency standards, operationalized through high-stakes exams such as IELTS, TOEFL, TOEIC, and PTE.
Theory underpins all practice. Disciplines like SLA (Second Language Acquisition) and AL (Applied Linguistics) provide the academic bedrock, while concepts such as the ZPD (Zone of Proximal Development), Scaffolding, and Krashen’s Hypotheses directly inform pedagogical choices. Evolving global perspectives—ELF (English as a Lingua Franca), World Englishes, and EIL (English as an International Language)—challenge a single standard, repositioning English as a shared, evolving resource.
Technology continuously reshapes delivery. Established domains like CALL (Computer-Assisted), MALL (Mobile-Assisted), and TELL (Technology-Enhanced Language Learning) are now augmented by LMS platforms (Moodle, Canvas), AI-driven tools, and immersive VR/AR experiences. New models like Blended Learning, the Flipped Classroom, and OELL (Online English Language Learning) define the hybrid present and future of education.
Ultimately, a vibrant professional ecosystem sustains the field. Associations like IATEFL and TESOL International, flagship publications such as ELT Journal, and vital institutional roles like the DoS (Director of Studies) connect practitioners worldwide into a living network of research, innovation, and shared practice.
🌐 Big Picture Map of ELT Acronyms & Concepts
1. THE FIELD & ITS LEARNERS
ELT – English Language Teaching (The overarching profession)
Learner Contexts: EFL, ESL, EAL, ESOL, ELL
YL – Young Learners
2. SPECIALIZED TEACHING DOMAINS (A branch of ESP)
ESP – English for Specific Purposes
EAP – English for Academic Purposes (develops CALP)
EOP – English for Occupational Purposes
BE – Business English
VESL – Vocational ESL
CLIL/EMI – Content & Language Integrated Learning / English as a Medium of Instruction
3. TEACHING METHODOLOGIES & APPROACHES
Foundational Philosophy: CLT – Communicative Language Teaching
RuiEnglish Methodology: A learner-centered approach emphasizing personalization, real-world application, and adaptive progression. RuiEnglish integrates communicative principles (CLT) with modern delivery models (blended learning, tech-enhanced practice), aiming to make lessons practical, motivational, and tailored to individual learner goals.
Modern Methods: TBLT – Task-Based Language Teaching
Lesson Frameworks: PPP (Presentation, Practice, Production), ESA (Engage, Study, Activate)
Specific Approaches: Dogme ELT (conversation-driven),
TETE (Teach English Through English),
TPR (Total Physical Response)
Historical Method: ALM – Audio-Lingual Method
ALM – Audio-Lingual Method: Drill-based, behaviorist methodology.
4. TEACHER QUALIFICATION & TRAINING
Field Names: TEFL, TESOL* (*also a major association)
Cambridge Suite: CELTA (initial cert.), DELTA (advanced diploma), TKT (modular tests)
Specialized: CELT-P/S (for YL teachers)
5. ASSESSMENT & PROFICIENCY FRAMEWORKS
Global Standard: CEFR – Common European Framework of Reference (A1-C2)
Major Standardized Tests: IELTS, TOEFL, TOEIC, PTE
Exam Suites: Cambridge English Qualifications (A2 Key, B2 First, etc.)
Institutional Frameworks: WIDA (U.S. schools), ACTFL (U.S. proficiency guidelines)
6. LINGUISTIC THEORY & ACADEMIC FOUNDATIONS
Academic Disciplines: SLA (Second Language Acquisition), AL (Applied Linguistics)
Key Theories: Krashen's Hypotheses, LAD (Language Acquisition Device)
Learning Concepts: ZPD (Zone of Proximal Development), Scaffolding
Proficiency Types: BICS (conversational) vs. CALP (academic)
Global English Perspectives: ELF (English as a Lingua Franca), World Englishes, EIL (English as an International Language)
Multilingual Practice: Translanguaging
7. TECHNOLOGY & MODERN DELIVERY
Tech-Assisted Learning: CALL (Computer), MALL (Mobile), TELL (Technology-Enhanced)
Platforms: LMS (Learning Management System: Moodle, Canvas)
Emerging Tools: AI in ELT, VR/AR (Virtual/Augmented Reality)
Course Models: Blended/Hybrid, Flipped Classroom, OELL (Online ELL)
8. PROFESSIONAL ECOSYSTEM
Associations: IATEFL, TESOL International
Publications: ELT Journal
Roles: DoS – Director of Studies / Academic Manager
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