EFL

Most of the methods and approaches described previously in this entry can be found in practice somewhere in the world today in EFL settings. Because the goals of learners in these contexts are so diverse, communicative competence is not necessarily the ultimate objective. Thus, reading courses may be all that is required of students in some situations, because their content textbooks are written in English. However, there is a growing desire for oral proficiency, in some locations, that has resulted in some novel pedagogical developments. In both Korea and Spain, for example, whole English-speaking towns have been established, where native speakers of English go on a paid holiday for the express purpose of talking with Korean or Spanish EFL learners in English. Every encounter is an opportunity for a learner to have an authentic conversation with an English speaker.

There are several variables that determine whether a learner can become completely proficient in English. Age of learning has long been proposed as having a major influence on ultimate attainment. It was thought that puberty was a critical period for L2 learners; however, research by James Flege and his colleagues showed that there are many individuals who started learning English much earlier than adolescence who are easily identified as L2 speakers. They have proposed that there is a sensitive period very early in life for complete language acquisition. Others have suggested that some adult learners have attained full proficiency; they argue that other factors, such as amount of exposure, motivation, quality of instruction, issues of cultural identity, and native language, have more impact on ultimate attainment than age.

There are several controversial issues in English teaching today, one of which has to do with the variety of English that should be taught, particularly in EFL settings. Some people believe that a standard version of English such as Received Pronunciation (the Queen’s English) or standard American English is the best model for communication. Others have argued that the local variety of English should be taught, such as Indian English in India. The students’ purposes for learning English and who they intend to interact with should determine the model that they require.

Another ongoing issue has to do with ESL assessment, which is not only a thriving business but also a high-stakes enterprise for L2 learners. Organizations such as Educational Testing Services produce tests such as the TOEFL (Test of English as a Foreign Language) and the TOEIC (Test of English for International Communication). The TOEFL is used by most postsecondary institutions in North America as an admission criterion for international students. The TOEIC is often required for job promotions in non- English-speaking countries. Because the stakes are so important for test-takers, what they choose to study and what is taught are often dictated by the nature of the tests. In the past, these tests and others focused on discrete elements of English, but they now tend to integrate linguistic skills.

Another matter that concerns many instructors is the question of whether an English teacher should be a native speaker. Nonnative instructors have argued that they have a better understanding of the difficulties faced by their students; they also offer a more realistic model of what can be accomplished. However, in many EFL contexts, employers give preference to native speakers of English, even though many have little or no training. Others argue that native speaker status is immaterial and that there are two fundamental requirements of any good ESL or EFL teacher: high proficiency and high linguistic awareness in English and strong pedagogical skills.

In recent years, there has been a growing recognition that ESL and EFL instructors should be professionals and should meet standards established by national or international organizations. Furthermore, standards have also been developed for programs. There are still many contexts in which English is taught where neither the instructor nor the program has been approved or meets any set of standards, but this will likely change in the coming decades.

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