1.2 Teaching English as a Foreign Language / TEFL (TEFL Course)

TEFL involves teaching English to students in a country where English is not readily spoken (e.g., China, Mexico, Vietnam). There are many, many countries where English is not spoken as a native language.

TEFL from a student’s perspective 

1. Use of the new language is largely restricted to the classroom. Even though the internet and international cable TV companies are available in many countries around the world, the only real source or place to learn the language is in the classroom. Countries that have a high number of international tourists (Vietnam, China, Mexico, Greece, Costa Rica or Panama) still have many people that are not able to speak English. 
2. Role models for the new language are almost exclusively teachers. Although, as mentioned before, IT, mass media and tourists are also now role models, they are not always available to all students. 
3. Immediate goals for students maybe to meet the requirements of a course. Since there is no immediate need for the language outside of the classroom, students are not necessarily motivated to learn it. 
4. Long-term goals for language learning may not yet be realized by the students. Young learners do not understand why they need to learn this new language. Sometimes you will find lack of tolerance by the student towards this new language. Students often complain of being obligated to learn it. 
5. Unlike in a TESL classroom where students may be from many different parts of the world, learners in a TEFL situation share a common language. It can therefore be challenging for them to relinquish their mother tongue and speak in English in the classroom.

A TEFL teacher’s goals may include: 

1. Helping students learn basic English language structures and vocabulary. In an EFL context we have to begin the process by teaching basic structures, such as colors, numbers, basic messages and classroom survival language. Classroom survival language includes things like basic greetings and instructions, for example: How do you say ____ (this) in English? Please repeat the question; I don’t understand, etc. 
2. Helping students communicate basic messages. After we teach basic structures and vocabulary, we can move on to basic communicative competences. 
3. Building confidence in students. A lack of confidence can turn into frustration or lack of motivation. 
4. Encouraging students’ interest in language study beyond the classroom. This is a particular aspect of teaching in an EFL context. Many students complain of not having time to study or having too much work to be able to continue their studies beyond the classroom. They assume that if they go to class, they will not need anymore “study time” at home. In an EFL setting the only contact that many students will have with the language outside of the classroom is a workbook. However, we know that if a student does not study at home or outside of the classroom, they will simply not learn to speak the language. In this particular case, try to be creative with assignments. Encourage and build your students’ interest in the language beyond the classroom. Assign homework activities and projects. Check on them, follow up and be patient! 
5. Providing a global perspective. Tell your students about the use of the language internationally. Bring articles related to the use of English as the language of choice by businesses around the world. Tourism, in many countries, provides students with a great job opportunity. There are other countries, however, where English is not important for the community. Getting students (and their parents) to understand the importance of the language for future opportunities is not always an easy task in those countries where English is not readily used.