TESOL has however become more popular than these two concepts since its focus is that of language development for the students, without the differentiation of the English language as a second language or as a language taught to people speaking foreign languages (Beare). According to some sources even, TESOL would be a combination of the two TEFL and TESL (TESOL Direct).
At a general level, TEFL integrated programs of English teaching for the people who lived in countries where English was not commonly spoken. The students of TEFL would normally need basic English language knowledge so that they could maintain communications and gather necessary information in their trips to English speaking countries. In the case of TESL, these courses were common in regions where English was commonly spoken within the country, but it was not however the mother tongue. Relevant examples in this sense include Zambia or India, where English is commonly used at the federal level and where the population would learn English in order to use it on daily basis, as a second language, annexed to their native language. The benefit of Teaching English to Speakers of Other Languages is that it does not differentiate between second and foreign language features, but simply teaches English to all students so that they can use the language in various instances and at various levels, as required by each and every one of them.
"A TESOL qualification […] covers all aspects of English teaching and learning, and is suitable for all parts of the world. It provides a solid basis for teachers and for developing personal expertise in a diverse range of English teaching situations. TESOL encompasses both TESL and TEFL is the most widely used acronym around the world" (TESOL Direct, 2011).
Teaching English to Speaks of Other Languages has become a highly popular trend and has even captured the attention of the academic community. This has virtually materialized in an increasing number of sources dealing with the issues of TESOL. Sue Wharton and Philip Race (1999) for instance approach the issue from a practical and constructive standpoint and they offer teachers of English numerous advices on how to deal with the challenges of the profession. Among these, the following are worthy of mention:
The exploration of the learning processes
The assessment of the language needs of the students
The planning and preparation of the courses
The choice for the course book
The preparation and design of the materials
The means to dealing with mature learners
The mechanisms of imposing order and discipline within the classroom
The creation and issuing of feedback questionnaires
The usage of additional language teaching tools, such as literature, games or role playing
The evaluation of the student progress and the offering of objective feedback
The competition of the logistics considerations, such as the location of the classroom, the potential need for student transportation and so on (Wharton and Race, 1999).
Overall, Teaching English to Speakers of Other Languages is a complex and challenging experience, but it can also be a rewarding one. It is widespread across the globe and it continues to generate demand for educators. Despite the possibility of being overthrown by Mandarin, English remains the number one means of international communication, and in some instances, even of national communications. As the forces of globalization continue to promote the political, social, cultural and other values of the West onto the East, the English language becomes an omnipresent language.
4. Implications on TESOL
As it has been mentioned throughout the previous sections of the project, Teaching English to Speakers of Other Languages is a continually increasing practice which spreads throughout the globe. Also, it spreads to all fields of operation and it has gradually come to impact the very working climate. Specifically, with the process of market liberalization, economic agents became able to transcend boundaries and benefit from the comparative advantages of other regions. These comparative advantages include elements such as an abundance of natural resources, technologic developments, skilled or cost effective labor force.
The concept of the comparative advantages was first coined by economist David Ricardo (1772 -- 1823) and it stated that each country possessed a comparative...
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