This digest provides general information on obtaining English-as-a-foreign-language (EFL) teaching positions abroad. The considerations involved in teaching EFL abroad and the qualifications needed for teaching EFL in various countries are outlined, and general information sources on EFL employment opportunities are listed and described. A section…

This digest considers the misconception that grammar is a collection of arbitrary rules about static structures in a language by challenging 10 common myths about grammar and its teaching. The myths include the following: (1) grammar is acquired naturally; it need not be taught; (2) grammar is a collection of meaningless forms; (3) grammar…

Research has found that the process of writing is similar for both first and second language learners. Therefore, several conclusions can be drawn about writing development in English-as-a-second-language (ESL) children, including: (1) ESL learners can write and can create meaning, while they are learning English; (2) ESL learners can respond to…

In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. Some learned English as children; others learned it as adults. Some learned it prior to coming to the United States; others learned it after their arrival. Some studied English in formal academic settings; others learned it through…

This digest focuses on teaching integrated skills in the English-as-a-Second/Foreign-Language classroom (ESL/EFL). Segregated-skill instruction is examined and two types of integrated-skills instruction are highlighted: content-based instruction and task-based instruction. The advantages of integrated-skill instruction are discussed, and five…

This Digest focuses on using the language experience approach for teaching adult English-as-a-Second-Language (ESL) learners. The language experience approach (LEA) ia a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with…

Language Acquisition is determined by a complex interaction of a number of critical input, output, and context variables. This digest examines these variables and reveals that cooperative learning has a dramatic positive impact on almost all of the variables critical to language acquisition. The examination looks at how cooperative learning…

This digest summarizes the history of public libraries and library literacy programs; describes current delivery models; and discusses initiatives in library literacy, profiling one successful public library program that serves adult English language learners and their families. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL)

Project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. For example, learners may research adult education resources in their community and create a handbook to share with other language learners in their program, or they might interview local employers…

This digest presents an overview of English as a Second Language (ESL) curriculum, discussing various approaches and assessment efforts at community colleges, and examining some current issues facing ESL instruction. Although the general goals of ESL programs are similar, instruction within community colleges is not standardized. Different…

This digest reviews what is known about adult English-as-a-Second-Language (ESL) learners and learning disabilities, suggests ways to identify and assess ESL adults who may have learning disabilities, and offers practical methods for both instruction and teacher training. Topics covered in some detail include identifying and diagnosing learning…

A needs assessment for use with adult learners of English is a tool that examines, from the learner's perspective, what kinds of English, native language, and literacy skills the learner believes he has, literacy contexts in which the learner lives and works, what he wants and needs to know to function in those contexts, what he expects to gain…

Each year, thousands of men and women from English-speaking countries go abroad as English teachers through volunteer agencies such as the Peace Corps or Voluntary Service Overseas, or through myriad other church, government, business, and academic organizations. For these novice teachers, the challenge of learning what to do in the classroom is…

Since 1991, the Center for Applied Linguistics has monitored the growth of two-way immersion (TWI) programs in the United States. This information is published online in the Directory of Two-Way Immersion Programs in the United States (2000), accessible at http://www.cal.org/twi/directory. Programs listed in the Directory conform to this general…

For those working in adult English-as-a-Second-Language (ESL) settings, finding practical options for professional development is a concern. The field has a range of program types, a largely part-time workforce, limited financial resources for training, and varied policies and requirements for professional credentialing or certification.…