Introduction to TESOL. Kate Reynolds

has grown in the number of educators working in the field, but also in terms of breadth and impact. The numbers of individuals teaching English worldwide are difficult to determine. What can be determined is the number of members of the two leading professional development organizations. TESOL International Association reports 13,300 members and International Association of Teachers of English as a Foreign Language (IATEFL) indicates membership of over 4,000 in 2016 (Hill, 2019), although many more professionals work in the field despite not being part of these professional development associations.

      The diverse areas of study in our discipline illustrate the broad focus of research, teaching, and assessment. Initially, TESOL’s primary areas of interest were linguistics, language learning processes, and language skill instruction (i.e., grammar, pronunciation, speaking, listening, reading, and writing). These areas continue to be discussed and developed through new ways to engage learners and an expansion in our understandings of the nature of language learning. The field has grown in many different directions over the years. Focuses include investigations into language learning processes in various contexts and the influences of identity, anxiety, and cultural factors impact on learners’ language learning, participation, and motivation inform our teaching. The study of the qualities of language learners who excel at language learning (“good language learners”) yielded instructional practices in explicit teaching of language learning strategies that help learners remember new language, analyze their language use, cope with anxiety, and compensate for lack of a vocabulary word. Discussion of equity in work environments resulted in educators supporting nonnative English-speaking teachers. A study of the nature of authentic language use led to development of the “communicative competencies,” which we use to guide our learning objectives. Later, authentic language was analyzed in huge corpuses (i.e., databases) with computerized search mechanisms that allowed us to isolate words or phrases to see how they were used in spoken or written language. Now, textbooks utilize this information when authors select high-frequency vocabulary for study as opposed to words that might be used.

      While the field continues to expand in breadth and depth, TESOL/Applied Linguistics is contributing to education worldwide in significant ways. Developments in TESOL/Applied Linguistics are applied in the instruction of world languages (i.e., Arabic, Chinese, and Spanish). General educators in many countries now have an awareness of the differences between language used in social interaction and that used in academic interaction. This information has helped educators become more aware of the language demands of their academic subject, so they may make learning more accessible for all learners and not just ELLs. World-Class Instructional Design and Assessment (WIDA) developed “can do” indicators in their initial proficiency guidelines, which many educators now employ in classes to share learning objectives with students.

      Questions for reflection

       Did you think the field was older or younger? Why?

       Why is it important when the field became professional and began researching?

      Teacher Preparation in TESOL

      Teacher preparation in TESOL can be obtained from universities, private businesses, and professional organizations. Which type of preparation that individuals choose is based on the individual’s goals, prior learning, and opportunity. The preparation required for work in a particular academic setting tends to be linked to salary, benefits, work environment and treatment, and job satisfaction, although there are exceptions. The requirements to work in any of the settings discussed in the next sections depend on the location, so there are exceptions to all of these generalizations. For example, a native speaker of English can find a job at a private language school in China with relative ease; perhaps without even having a university degree. Still, with this ease come some complications and difficulties that most people would prefer to avoid.

      Teacher education in the field of TESOL is strongly recommended for work in the field due to the specialized body of knowledge needed by TESOL educators. For example, TESOL educators need to have a good working knowledge of linguistics (i.e., semantics, syntax, phonology, pragmatics, and lexis), second language acquisition, methods of language instruction (i.e., speaking, listening, reading, writing, grammar, pronunciation, vocabulary, and spelling), methods of instruction that combine academic subjects and language, curriculum design, materials development, culture(s), and assessment. They need to be able to plan and deliver lessons for language learning, collaborate with other educators and ELLs’ families, create and proctor language assessments, reflect on the effectiveness of lessons, and work supportively with ELLs. The subsequent chapters will offer more depth and insights into these knowledge and performance areas.

      Working in pre-K–12 public schools

      Teachers are needed from preschool to high school to serve as English teachers in both EFL and ESL settings. English is taught from elementary school in China and Japan, along with many other countries. In second language contexts, such as Australia and the United States, English learners may be citizens born in the country who speak a different language at home, or the students may be immigrants or refugees. Citizens who speak another language begin preschool with their peers and need teachers who can make them comfortable in the environment and modify the instructional activities so they can comprehend and participate. For example, teachers may highlight key vocabulary in spoken and written form. Immigrants and refugees can arrive at any age, so they could enter an English-medium school in grades 4, 7, or 10, when they would need to learn the language quickly in order to learn their grade-level academic subjects. One approach to instruction is to combine grade-level subjects with the language English learners need while providing instructional support and comprehensible instruction.

Knowing how to work with English learners with different background experiences, linguistic and academic needs requires knowledge and preparation. Professional education licensure, also known as teacher certification or endorsement, is usually governed by bureaus, departments, or ministries of education (terms vary by countries). Professional licensures are typically required for instruction in public pre-K–12 schools. An ESL/EFL/ELT educator typically holds a bachelor’s degree in education, English literature/composition, linguistics, or core academic subjects, such as math, science, or history, in addition to teacher preparation coursework (i.e., courses including educational theory, methods, and assessment). The teacher preparation coursework depends on the requirements of the bureaus, departments, or ministries of education and the university. In some rare cases, individuals may take teacher licensing exams if they hold a bachelor’s degree, but no teacher education coursework, to obtain their teaching credential (e.g., the State of Texas allows licensure by exam).

      Work at universities and community colleges

      In order to work at a university or community college, generally individuals need to have a bachelor’s and a Master’s degree. The preferred Master’s degrees are in TESOL or Applied Linguistics. Teacher licensure is not necessarily required.

      In some EFL contexts, a Certificate in Teaching English to Speakers of Other Languages (CELTA) is also accepted in lieu of a Master’s degree in TESOL. A CELTA is a teacher preparation offered by Cambridge English. The CELTA is a teacher credential for new teachers who wish to teach EFL and who are educated to the level of entry into college, speak English at the Common European Framework of Reference (CEFR) C1 level or higher (for more information about the CEFR, see https://www.coe.int/en/web/common-european-framework-reference-languages/reference-level-descriptions).

      Individuals working at community colleges generally work with learners of 17 years old and up. Community college ELLs may be older adults who have immigrated to an English-speaking country or who are interested in developing their English skills for personal or professional reasons. At community colleges, many classes are adult learners who are beginners with the language. The ages of the learners vary widely. A topic of study for an evening class could be “going grocery shopping” and learning the vocabulary for different foods. Students may practice dialogues they could