Free Online Spoken English Teaching Class
Best Results From Wikipedia Yahoo Answers Youtube
ESL (English as a second language), ESOL (English for speakers of other languages), and EFL (English as a foreign language) all refer to the use or study of English by speakers with a different native language. The precise usage, including the different use of the terms ESL and ESOL in different countries, is described below. These terms are most commonly used in relation to teaching and learning English, but they may also be used in relation to demographic information.
ELT (English language teaching) is a widely-used teacher-centred term, as in the English language teaching divisions of large publishing houses, ELT training, etc. The abbreviations TESL (teaching English as a second language), TESOL (teaching English to speakers of other languages) and TEFL (teaching English as a foreign language) are also used.
Other terms used in this field include EAL (English as an additional language), EIL (English as an international language), ELF (English as a lingua franca), ESP (English for special purposes, or English for specific purposes), EAP (English for academic purposes). Some terms that refer to those who are learning English are ELL (English language learner), LEP (limited English proficiency) and CLD (culturally and linguistically diverse).
Terminology and types
The many acronyms used in the field of English teaching and learning may be confusing. English is a language with great reach and influence; it is taught all over the world under many different circumstances. In English-speaking countries, English language teaching has essentially evolved in two broad directions: instruction for people who intend to live in an English-speaking country and for those who don't. These divisions have grown firmer as the instructors of these two "industries" have used different terminology, followed distinct training qualifications, formed separate professional associations, and so on. Crucially, these two arms have very different funding structures, public in the former and private in the latter, and to some extent this influences the way schools are established and classes are held. Matters are further complicated by the fact that the United States and the United Kingdom, both major engines of the language, describe these categories in different terms: as many eloquent users of the language have observed, "England and America are two countries divided by a common language." (Attributed to Winston Churchill, George Bernard Shaw, and Oscar Wilde.) The following technical definitions may therefore have their currency contested.
English outside English-speaking countries
EFL, English as a foreign language, indicates the use of English in a nonâ€“English-speaking region. Study can occur either in the student's home country, as part of the normal school curriculum or otherwise, or, for the more privileged minority, in an anglophone country that they visit as a sort of educational tourist, particularly immediately before or after graduating from university. TEFL is the teaching of English as a foreign language; note that this sort of instruction can take place in any country, English-speaking or not. Typically, EFL is learned either to pass exams as a necessary part of one's education, or for career progression while working for an organisation or business with an international focus. EFL may be part of the state school curriculum in countries where English has no special status (what linguist Braj Kachru calls the "expanding circle countries"); it may also be supplemented by lessons paid for privately. Teachers of EFL generally assume that students are literate in their mother tongue. The Chinese EFL Journal and Iranian EFL Journal are examples of international journals dedicated to specifics of English language learning within countries where English is used as a foreign language.
English within English-speaking countries
The other broad grouping is the use of English within the Anglosphere. In what theorist Braj Kachru calls "the inner circle", i.e. countries such as the United Kingdom and the United States, this use of English is generally by refugees, immigrants and their children. It also includes the use of English in "outer circle" countries, often former British colonies, where English is an official language even if it is not spoken as a mother tongue by the majority of the population.
In the US, Canada and Australia, this use of English is called ESL (English as a second language). This term has been criticized on the grounds that many learners already speak more than one language. A counter-argument says that the word "a" in the phrase "a second language" means there is no presumption that English is the second acquired language (see also Second language). TESL is the teaching of English as a second language.
In the UK, Ireland and New Zealand, the term ESL has been replaced by ESOL (English for speakers of other languages). In these countries TESOL (teaching English to speakers of other languages) is normally used to refer to teaching English only to this group. In the UK, the term EAL (English as an additional language), rather than ESOL, is usually used when talking about primary and secondary schools, in order to clarify English is not the students' first language, but their second or third.
Other acronyms were created to describe the person rather than
From Yahoo Answers
Answers:No need. Tamilnadu rural people speak better English than rest of India. It would be better if they are taught spoken Hindi
Answers:www.purplemath.com They are pretty good of what I have seen. I have looked up a couple things on there in the past and it explains them well. If you can, ask your teacher if you can borrow a Algebra 1 book for the summer. That's what I did for Algebra 2. I HIGHLY recommend that you know ->100%<- of Algebra 1 before skipping it. You will need every bit of it!
Answers:You can get lots of beneficial and helpful educational materials to read here at the links that I have provided below: http://www.sparknotes.com http://www.free-ed.net http://encarta.msn.com Hope these help.
Answers:good suggestion by earlier poster - relating it to real life, making it relevant. this can also be done through role-playing. think of everyday situations & places & assign roles/characters to the students. eg. breakfast time at home with a family of 4, getting late to school,... you can do it in small groups or divide the class into groups & let each group present their version or each group can be given different scenarios. you may have to assist them initially with the dialogues, etc. but soon they'll catch on ... you could try spoken word games to bring in some more enjoyment or as a 'break' from more serious learning. this will make them more uninhibited. some games - I spy, I went shopping , telephone or chinese whispers, tongue-twisters, Botticelli , buzz, & so on. [you may find these on the net. or if you want details, email me] make it a practice that every day one child has to pretend to be some famous personality [past or present] or even any literary or movie character. and s/he will have to speak about that personality or character for a few minutes. you may or may not allow them to use a written text. divide the class into groups/ rows. each group will build a story using cue cards distributed to each child. you can give the groups similar words/phrases/situations or different ones. give them some time to create a story - humorous, drama, play, ... prize to the best group. they may even enact it or read it out loud, with each member participating. hope these generate even better ideas all the very best & have fun :-))