As teachers of English as a Foreign Language (EFL), it is vital to grasp key distinctions in the field. Commonly used acronyms such as TEFL, TESOL, and ESL carry contextual implications that influence teaching methods, learner expectations, and professional qualifications.
TEFL refers to teaching English in countries where English is not the primary language used in everyday communication. In EFL contexts, learners typically study English in schools or private institutions but have limited opportunities to use it outside the classroom. Therefore, as a TEFL teacher, you serve as a primary source of authentic English input.
“In foreign language environments, English is not widely used in the community, and learners have few opportunities to use English outside of the classroom” (Lightbown & Spada, 2013, p. 59).
Example:
A TEFL teacher in rural Indonesia teaches secondary school students whose only exposure to English occurs during English classes. The teacher supplements lessons with English-language videos and speaking practice to compensate for limited real-world exposure.
TESOL serves as an umbrella term that includes both TEFL and TESL. It is widely used in certification programs and academic institutions to describe the profession of teaching English to non-native speakers regardless of context.
“TESOL, as a field, embraces all contexts in which English is taught to non-native speakers, regardless of the sociolinguistic environment” (Brown & Lee, 2015, p. 18).
TESOL certifications are accepted globally and reflect a versatile qualification that can apply to both EFL and ESL environments.
ESL pertains to teaching English in countries where English is the dominant language. Learners in ESL settings are typically immigrants or refugees who need English to function in daily life. ESL students are often immersed in English through school, media, and society, which accelerates their acquisition.
Example:
An ESL teacher in the U.S. teaches recent arrivals from El Salvador. These learners need English to navigate everyday tasks like grocery shopping, school registration, or workplace communication.
English Language Teaching (ELT) is the broad professional domain in which TEFL teachers operate. ELT includes various instructional approaches, learner goals, curriculum models, and classroom contexts. Historically, ELT has evolved from rigid grammar-based methods to more learner-centered, communicative approaches.
Early ELT methods emphasized reading and grammar. The Grammar-Translation Method (GTM) focused on memorizing vocabulary, translating texts, and mastering grammatical rules. While still used in some academic contexts, GTM often failed to develop communicative competence.
The Audiolingual Method (ALM), influenced by behaviorist psychology, relied on repetitive drills and habit formation. Though effective for pronunciation and fixed expressions, ALM lacked flexibility and contextual relevance.
The rise of Communicative Language Teaching (CLT) marked a significant shift. CLT prioritizes meaningful communication, fluency, and real-life interaction.
“Communicative Language Teaching aims to make competence in communication the goal of language teaching” (Richards & Rodgers, 2014, p. 85).
Example Activities:
Planning a holiday using travel brochures (TBLT)
Reading an article about climate change and discussing solutions (CBI)
Using video blogs to teach storytelling techniques (Blended Learning)
TEFL teachers perform multiple roles that go beyond instruction. In many EFL contexts, teachers are the sole consistent models of English for their learners. This creates a need for versatility, empathy, and strong pedagogical awareness.
“A good language teacher must be able to adjust roles depending on the learners’ needs, the task, and the classroom environment” (Harmer, 2015, p. 60).
Example:
An adaptable teacher may change a planned grammar lesson into a vocabulary-focused game if learners are struggling with engagement. A reflective teacher reviews their lesson and plans changes for next time.
EFL learners are diverse in age, motivation, background, and learning style. Effective TEFL instruction must take into account learner characteristics and adapt strategies accordingly.
Teachers should vary activities to address multiple styles.
Example:
In a rural Colombian village without internet, a teacher uses cardboard puppets and hand-drawn posters to teach basic dialogues.
Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). Pearson Education.
Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a Second or Foreign Language (4th ed.). Boston: National Geographic Learning.
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (8th ed.). Routledge.
Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.