English as a Second Language, or ESL, has many similarities to English as a Foreign Language, or EFL. In fact, the two types of learning may seem the same to some observers. However, there are some notable differences between these two approaches to learning English. The terms are often used interchangeably, but understanding the differences can help you to be clear when you speak of them. Also, the term Teaching English to Speakers of Other Languages (TESOL) is sometimes used in place of ESL or EFL, depending on the situation.

What Is ESL?

English as a Second Language, or ESL, is a term typically used in Canada, Australia, and the US to refer to people who come to the country with another primary language and learn to speak English secondarily. It is also sometimes used to speak of people who live in a country where English is the official language, but the vast majority of the population speak another native tongue. Thus, English is the second (or third or fourth in many cases) language learned by the person.

The goal of teaching ESL is to teach the person to speak enough of the language to function within society. In other words, the goal is to help the person function in their new country, attend school if applicable, and get a job. The goal is not to make the person as fluent in English as he or she is in the native tongue.

What Is EFL?

English as a Foreign Language, or EFL, refers to learning English in a country where English is not the spoken language. This is in contrast to ESL, where the person is learning the language in a country that has English as its primary language. In many countries, EFL is taught in the public school system, as English is quickly becoming an internationally important language. Sometimes the term EFL can be used to describe the learning of English in an English-speaking country when just visiting for a short period of time with the intention of learning the language.

Most people who learn EFL do so in order to graduate from their school program. Some will learn the language in their home country in order to help them succeed in their line of work if they are working for a company that has an international scope. For instance, someone living in India who learns English in order to work at a call center could be described as learning EFL.

Teaching English to Speakers of Other Languages

Sometimes the term Teaching English to Speakers of Other Languages (TESOL) is used to describe both ESL and EFL. It is used in England, for instance, to replace the term ESL, as this term assumes English is the second, not third or fourth, language of the learner. It is typically used when teaching immigrants, usually adults, as other terms are used within the school system when teaching non-native English speaking learners. In the US, however, the term TESOL has become an umbrella term used by people who teach non-native English speakers, regardless of whether they are teaching ESL or EFL.

As more and more people are moving to English-speaking countries and English continues to become the language of international commerce and trade, the need for both ESL and EFL programs that do a good job of teaching English to non-native speakers will continue to increase. The Internet is making it even easier for people to learn English as an additional language. The demand for these programs is not likely to decrease any time in the near future, so teachers who can teach English to speakers of other languages are going to have job security for many years.

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AZQQ provides these descriptions of ESL levels to help you think about how to apply the learning materials on this side to the lessons that you teach your students.
 
Level 1: Beginning
This student is often a new arrival with little previous English training and --this is the key -- a very limited vocabulary. This student is lost in the classroom and has nothing on which to base his ability to function, comprehend, and respond.  The student has no knowledge of English beyond answers to simple questions like "What's your name?" He/she may respond with "yes" or "no," but not always consistently or correctly. He/she may not be able to write in Western script. He/she lacks sufficient vocabulary and oral comprehension to be able to follow directions or do simple classroom assignments. This student may have no knowledge of the American classroom and its participatory style. He/she is not able to work at grade level, even if he/she is placed in first or second grade.

Level 2: High Beginning
This student can understand some classroom directions and attempts to do simple assignments but with great hesitancy and misunderstanding. Vocabulary is still greatly limited to commonly-used words. He/she reads and writes with great difficulty, usually below the assigned grade level. This student may be unable torespond to some activities which involve independent decision making, due to differences in the American classroom or teacher style. This student responds very positively to extra attention from the instructor or other students.

Level 3: Intermediate
This sudent participates in most classroom activities and follows directions adequately, though with frequent misunderstandings.  Vocabulary is limited but rapidly improving.  He/she may feel comfortable enough in the classroom to respond orally, despite frequent errors and incorrect word selection. This student may be able to do academic work close to grade level but needs frequent writing and vocabulary support. He/she exhibits growing confidence in his/her ability to comprehend and respond in English.

Level 4: High Intermediate
This student easily participates in classroom and social activities, constantly adding to his/her knowledge of vocabulary, American culture, and teacher expectations. His/her speech still exhibits a considerable accent, but grammar and vocabulary errors should be receding. This student's English is changing rapidly at this point, and his/her confidence level should be increasing at the same rate.

Level 5: Advanced
This student is able to participate and excel in all classroom and social activities, requiring less frequent teacher intervention with vocabulary and directional assistance. He/she should be able to read at near-grade level with the help of a dictionary, but writing skills may require more teacher support. A noticeable accent may still be present, depending on the age the student was when he/she arrived in the US. This student can function adequately at grade level and often does extremely well because of a high motivation level.

Additional Information on ESL/ELL Levels

The national TESOL (Teachers of English to Speakers of other languages) standards will give you more specific descriptions of levels. Click here.