Acronyms in ELT

Teaching English is as amazing as it seems, the many perks and grateful memories surpass the pitfalls. Although it is true that teachers are stepping stones when trying to reach their goals, once you attain them, you feel as on cloud nine!

To be immersed in this new world of teaching children, let's learn some useful technical words we may be using from now on. We are going to call these words, as concepts or mental ideas of something. Concepts may be one single word or a group of words with a theoretical significance; eg Multiple Intelligences.

As some concepts contain a lot of words, which are hard to remember or too awkward to repeat in a description, acronyms started to be used; eg. FL stands for Foreign Language.

Can you recognize these acronyms?

In the world of Teaching English as a Foreign Language (TEFL) and Teaching English to Speakers of Other Languages (TESOL), acronyms are more than just shorthand; they serve as essential tools for educators. These abbreviations help streamline communication about various methodologies and frameworks, making it easier to discuss complex concepts. For example, ESL (English as a Second Language) and EFL (English as a Foreign Language) clarify the distinction between learners who are immersed in an English-speaking environment and those studying English in a non-English-speaking country. Grasping these acronyms is vital for teachers aiming to tailor their approaches to meet the diverse needs of their students.

Acronyms like CLT (Communicative Language Teaching) and TBLT (Task-Based Language Teaching) represent popular teaching strategies that focus on real-world language use. CLT emphasizes the importance of communication, encouraging students to interact in ways that mirror everyday conversations. On the other hand, TBLT centers around completing meaningful tasks, which can make learning more engaging and relevant. By becoming familiar with these terms, educators can adopt methods that not only enhance student participation but also create a more dynamic classroom atmosphere.

Additionally, acronyms such as CEFR (Common European Framework of Reference for Languages) and IELTS (International English Language Testing System) are crucial for assessing language proficiency and guiding curriculum design. The CEFR offers a standardized way to measure learner progress and set realistic goals, while IELTS is a widely recognized testing system for non-native speakers. Understanding these acronyms equips teachers to navigate the educational landscape effectively, enabling them to support their students in achieving their language learning objectives in an increasingly interconnected world.

Questions

Are all the acronyms of the same category?

What categories can you identify if there are many? e.g. exams for teachers, student standarized tests, contexts.

Can you think of other acronyms used in English Teaching?

Two confused concepts: EFL & ESL

In learning ESL, the learner is learning English within an English environment. In this case, English is spoken outside the classroom. The learner here learns English to understand and speak it outside the classroom. The situation is different in EFL learning, the learner learns English inside a classroom, but continues to speak her/his own language when leaving the classroom.

An example of an ESL situation is a Japanese boy who immigrates with his family to America; he speaks Japanese at home with his parents, but during the rest of the day and at school, he must speak English. He needs to learn enough English to be able to keep up with his schoolwork and communicate well with his schoolmates.

On the other hand, the Egyptian girl learning English in an Egyptian school learns English as a foreign language. She must understand and speak English only during her English lessons – perhaps 3 times a week. The rest of her day in school and at home, she will speak her own language. It doesn’t matter if she doesn’t know much English or if she learns slowly; this will not affect her day-to-day life in and out of school as it would for the Japanese boy.

Read the situations and decide if they are ESL or EFL teaching contexts

Situation 1:

A group of high school students in Japan is enrolled in an English class at their school. The primary language of instruction is Japanese, and the students learn English through textbooks that focus on grammar and vocabulary, with little exposure to native English speakers outside the classroom.

Situation 2:

An adult learner from Mexico has moved to the United States for work. They attend an evening English class offered by a local community center, where the instructor encourages conversation practice and cultural exchange among students from various countries.

Situation 3:

A university in France offers an English course to students who plan to study abroad. The curriculum includes reading English literature and writing academic essays, but the students rarely interact with native English speakers and primarily use French in their daily lives.

Situation 4:

A group of young children in a bilingual school in Canada is learning English as part of their curriculum. They engage in activities with native English-speaking teachers and frequently practice English during playtime and group projects.

What about Latinamerica?

Are we in an ESL or an EFL context? Why?

What does it mean for us as teachers?

How difficult is it to teach in our contexts?

Other acronyms to remember

ELT: English Language Teaching: a general, inclusive term used in the profession.

ESL: English as a Second Language: a general inclusive term to cover language learners where English is not the first language.

EAL: English as an Additional Language English taught to non-English speakers who live in the UK and who need English for study or other purposes, in primary, secondary and tertiary education. EAL was formerly referred to as ESL (English as a Second Language) or E2L.

(T)ESOL: (Teaching) English to Speakers of Other Languages The expression which is used to cover all forms of English teaching to non- English speakers; sometimes also used instead of EAL.

(T)EFL: (Teaching) English as a Foreign Language English taught to learners, both overseas and in the UK, who do not normally live or work in an English-speaking country.

CELTA: Certificate of English Language Teaching to Adults: An English language teaching certificate that focuses predominantly on teaching English to adults.

Besides, there are many similar expressions which relate to aspects of ELT. The most common are EIL (English as an International Language), ELF (English as a Lingua Franca) or LFE (Lingua Franca English), ESP (English for Specific Purposes), EAP (English for Academic Purposes), EYL (English for Young Learners), etc.

Source: https://www.trinitytesolthailand.com/single-post/what-is-the-difference-between-tesol-tefl-elt-etc

IDENTIFY THE ACRONYMS OR THE ABBREVIATIONS IN THIS TEXT

In the field of language teaching, understanding key acronyms is essential for effective pedagogy. For instance, L1 refers to a learner's first language, while L2 denotes their second language, which in many cases is English.

Teachers often choose a PPP (Presentation, Practice, Production) format for the lesson plans. Besides, they love engaging in TTT (Teacher Talk Time) to facilitate learning, but it's crucial to balance this with LTT (Learner Talk Time) to encourage student participation. Additionally, YL (Young Learners) and VYL (Very Young Learners) represents a specific group of students who require tailored approaches to keep them engaged.

Finally, K12 encompasses the educational system from kindergarten through 12th grade, highlighting the diverse contexts in which language instruction occurs. Familiarity with these terms will enhance student teachers' ability to navigate various teaching environments effectively.

List of acronyms used in ELT

ACTFL - American Council on the Teaching of Foreign Languages

ARELS - Association of Recognised English Language Services

BASELT - British Association of State English Language Teaching

BC - British Council

BE - bilingual education

CALL - computer-assisted language learning

CEELT - Cambridge Examination in English for Language Teachers

CELTA - Certificate in Teaching English to Speakers of Other Languages

CLT - Communicative Language Teaching

CILT - Centre for Information on Language Teaching and Research

Delta - Diploma in Teaching English to Speakers of Other Languages

DOS - Director of studies

EAP - English for academic purposes

EFL - English as a foreign language

ELICOS - English Language Intensive Courses for Overseas Students (Australian)

ELL - English language learner

ELT - English language training or teaching

EMT - English mother tongue

ESL - English as a second language

ESOL - English for speakers of other languages

ESP - English for specific purposes

EST - English for science and technology

FES - fluent English speaker

IATEFL - International Association of Teachers of English as a Foreign Language

IELTS - International English Language Testing System

JALT - Japan Association for Language Teaching

JET - Japanese Exchange and Teaching Programme

L1 - First Language

L2 - Second Language

NATESOL - National Association of Teachers of English for Speakers of Other Languages

ODA - Overseas Development Agency

PGCE - Post Graduate Certificate in Education (UK teaching qualification necessary for state sector)

RSA - The Royal Society for the encouragement of Arts, Manufactures & Commerce

SLA - Second Language Acquisition

STT - Student Talking Time

TEFL - Teaching (of) English as a Foreign Language

TESL - Teaching (of) English as a Second Language

TESOL - a) Teaching (of) English to Speakers of Other Languages

b) Teachers of English to Speakers of Other Languages, Inc.

TOEFL -Test of English as a Foreign Language

TOEIC - Test of English for International Communication

TSE - Test of Spoken English

TTT - Teacher Talking Time

TWE - Test of written English

USIA - United States Information Agency

VSO - Voluntary Service Overseas

Source: https://www.englishclub.com/tefl-training/terminology.htm

ENGLISH TEACHERS

What is the difference between a trainer, teacher, tutor, lecturer, professor, instructor, and a coach?

We assign many different labels to “teachers” depending on the context in which they work. There are subtle but important differences between each of these groups and the role they play in education and society. Here is a breakdown of many common titles for teachers and the differences between them!

Trainer

A ‘trainer’ is normally a person who trains. This can often refer to people who train athletes, racehorses or show animals. However the term can also used to describe those within an organization who train and develop staff, such as a human resources professional, managers or dedicated training staff. In a Vocational Education & Training context, the teachers are referred to as vocational trainers or just trainers. To become a vocational trainer, you need appropriate vocational qualifications.

Teacher

A teacher (often called a school teacher) is a person who facilitates and provides education for their pupils (children) or students (adults). Normally becoming a teacher requires a high level of education, typically university or college level. Teachers normally undergo continuous professional development, like many other professionals, as part of their ongoing education.

Teachers can specialise one field, such as arts, science, literacy, numeracy, religion or craftsmanship. They often use a lesson plan or organise their student’s learning, as part of a larger, ongoing course of study called a curriculum. In most cases, a teacher will work with a group of students at the same time.

Tutor

A tutor is an instructor or private teacher who gives private lessons to a single student or a very small group. Private tutoring is a way to help slow learners keep up with their peers at school, while students already achieving at a high level use tutors to achieve new levels. Tutoring can provide children with a competitive advantage in school, and as a result the use of private tutors is increasing.

Lecturer

A lecturer normally refers to someone, often an academic in the early stage of their career, who holds an open-ended position at a university (or similar) carrying out teaching and research. It can also be used to informally refer to anyone who conducts lectures at universities and other institutions, but it is also an academic rank. These levels are “associate lecturer”, “lecturer”, “senior lecturer”, “associate professor” and “professor”.

Professor

“Professor” is an academic rank at a university, usually reserved for a teacher of the highest rank. Professors can established or personal ‘chairs’. Established chairs are created by the university fulfill their needs for teachers and academic leadership in specific areas or disciplines, and can only be filled by people with suitable qualifications. Personal chairs can be granted in recognition of an individual’s high level of achievement and regard in a particular area or discipline. Professorships are normally only granted to accomplished and known academics, often only after decades of scholarly work.

Instructor

An instructor is a kind of teacher. It can refer to just about anyone who teaches others, but usually refers to hands-on skills like diving, swimming, skiing and driving.

Coach

In a teaching context, a coach is someone who trains individual athletes or a team. However, coaching may also refer to a wider variety of situations where an individual is supported in reaching specific personal or professional goals, or results. It can also refer to a mentoring type situation, where one person with more experience and expertise offers advice and guidance to a less experienced person as they go through the learning process.

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