Introduction to

English
Language
Teaching

By:
Dr. Muhammad Islam
Introduction to English Language
Teaching

1. What is ELT?
• As an academic discipline, ELT is
primarily concerned with the teaching
and learning of English
• Importance: The majority of research
work and publications in applied
linguistics has been directly
concerned with language teaching
and learning.
Introduction to English Language
Teaching

• Some major components of this
field are the theories of language
learning, socio-cultural perspectives
on language learning and teaching,
methods of teaching, assessment
and evaluation, language skills,
language and education policy for
English language learners and
research in ELT, etc. (Wright, 2010).
Introduction to English Language
Teaching

• English is being taught almost all
over the world.
• English language teaching is common
in those countries where English is not
the first language (EFL, ESL, EIL).
• It is also taught in English speaking
countries because many people from
non English speaking countries move
there.
Introduction to English Language
Teaching

• Immigrants in English speaking
countries (TESOL).
• Socio-economic vitality of English
speaking countries.
• English as a language of global
communication, commerce, trade,
higher education and intellectual
discourse becomes a necessity
sometimes.
Introduction to English Language
Teaching

• Many a country starts teaching
English with local languages at a very
early stage.
• English is the principal language of
UK, USA and Australia.
• Englishes of these countries are
different in pronunciation, spelling
and vocabulary.
Introduction to English Language
Teaching

• British English also provide bases
for the varieties of English used in
Ireland, Wales, Scotland, Australia,
New Zealand, India, Pakistan,
Malaysia, Singapore and South Africa.
• American (North American) English
includes mainly the English of Canada
and United States.
Introduction to English Language
Teaching

• Language teaching and learning are
often assumed to be a very difficult
process.
• The difficulties of learners also
depend upon how much their native
language is different from English.
• Learners of English language usually
commit error of grammar, vocabulary,
and pronunciation.
Introduction to English Language
Teaching

• Principles of Teaching English
• Selection and Gradation. (which
material/ syllabus and in what order)
• Theoretical and Pedagogical
concerns. (language teaching has to
be based on some theory)
• Presentation and Practice (how and
how often)
Introduction to English Language
Teaching

2. Introduction to Different
Methods and Approaches of ELT

• Essential to introduce ELT - the

history of language teaching is,
generally, considered to be the
history of its methods and
approaches.
 Introduction to English
Language Teaching
•

Anthony’s model (1965)
• Distinction between Approach, Method
and Technique
• The level, at which assumptions and
beliefs about language and language
learning are specified, is called
approach.
• The level, at which theory is put into
practice; the decisions, about skills and
content to be taught and the order in
which these will be
1/8 taught, are made, is

method;
Introduction to English Language
Teaching

Kumaravadivelu (2006) orders the
methods of teaching a second
language into three groups:
(1) Language centered - organized
around linguistic forms (usually
grammatical structure) whose major
focus is on accuracy. For example,
Audio lingual and GTM.
Introduction to English Language
Teaching

(2) Learner centered focus on
learners’ linguistic and
communicative needs. They are used
only for specific elements of language
learning (e.g. CLT).
(3) Learning centered methods -
define the content to be taught in
non-linguistic terms - e.g. task and
topics (TBL).
Introduction to English Language
Teaching

Important Methods:
• In grammar-translation method,
learning is ensured largely by
translation to or from the target
language.
• Grammar rules and long lists of
vocabulary are to be learnt by
heart.
Introduction to English Language
Teaching

• The structural approach envisages
that language is a complex
structure of grammatical rules
which are to be learnt one by one
in a set order.
• The Direct Method
Focuses on the teaching delivered
completely in the target language.
Introduction to English Language
Teaching

•

Grammar rules are avoided and
there is stress on only
pronunciation.
• The idea behind Audio-lingual
method is that the learning of a
language is similar to attaining
habits in life.
• Target language is heard first and
then drilled extensively.
Introduction to English Language
Teaching

Total Physical Response method
focuses on the importance of aural
comprehension - the learner reply
to simple instructions.
Communicative Language
Teaching aims to assist learners to
communicate effectively in
different real life situations.
Introduction to English Language
Teaching

•

Task-based language learning, a
form of CLT, focuses on the
completion of a learning task by
using the target language.
• The Natural Approach aims at
finding the similarities between
learning the first and second
languages. Usually, there is no
correction of mistakes here.
Introduction to English Language
Teaching

3. Introduction to the Assessment
of Learners
• Assessment/ Testing/ Evaluation
of language learners is another
basic element of ELT.
• In ELT, assessment is used to
determine what a student knows or
can do about English language.
Introduction to English Language
Teaching

•

Assessment data not only affects
students’ advancement,
placement, and grades in language
classrooms but also their teachers’
decisions about various
instructional strategies and
curriculum to be used(Herman and
Knuth 1991 as cited in Iseni,
2011).
Introduction to English Language
Teaching

•

The assessment of language skills
may include only one skill,
listening, speaking, reading, and
writing or an integration of two or
more of these skills.
• Scores are given on the bases of
the knowledge of language and
proficiency in its use.
Introduction to English Language
Teaching

• Several kinds of assessment are used
to assess the proficiency in English
language:
• For example, formal and informal
assessment, formative and
summative assessments, norm-
referenced and criterion referenced
test, traditional and alternative
assessment, computer based testing,
etc. (Douglas, 2010).
Introduction to English Language
Teaching

• Tests are also used to assess
language learners.
• Principles for designing a test:
• Practicality (Time and Cost friendly)
• Reliability (consistent and
dependable)
• Validity (measures what it is
supposed to measure)
Introduction to English Language
Teaching

• Washback (Impact on learning and
teaching)
• Standardization of Tests - A
standardized test assumes certain
standard objectives, or criteria, that
remain consistent across one form of
the test to another.
• A product of empirical research and
development
Introduction to English Language
Teaching

• Typical of a norm-referenced test,
the goal of which is to place test-
takers on a continuum across a range
of scores – differentiates by their
relative ranking.
• These tests vary by countries,
districts and institutions, but they all
share the common objective of
economical large-scale assessment.
Introduction to English Language
Teaching

• Examples of standardized tests:
• College entrance exams - SAT, GRE,
GMAT - in the United States.
• MCAT and ECAT in Pakistan.
• TOEFL, TOEIC, IELTS, etc. among
English proficiency tests across the
world (Douglas, 2010).
Social challenges and Benefits
of ELT

• Multiple socio-cultural and
educational challenges confronting
ELT
• Opportunities of practicing English
in Social settings
• English still remains only a language
of official and academic discourse in
many EFL contexts.
Social challenges and Benefits
of ELT

• Overall, a lack of focus on the
communicative aspects of English
within and outside the classroom
• Social media may provide a
breakthrough – to use English for
social communication.
• Perception of linguistic / social divide
in many EFL societies – Linguistic
Imperialism
Social challenges and Benefits
of ELT

•

Lack of Availability of
ELT experts and
Practitioners in many EFL contexts
• Classroom Positioning
• Studies show that students are usually
placed into groups of low ability based
on their scores on standardized tests
in English and Math (Troyna & Siraj‐
Blatchford, 1993).
Social challenges and Benefits
of ELT

• A very small ratio of mobility of
students from low to high performance
group.
• This is also an obstacle to learning in
contrast to native speakers who have no
such hindrances.
• College entrance examinations cause
frustration among students that only
ESL/EFL students have to prove their
language skills (Kannoa & Vargheseb,
2010).
Social challenges and Benefits
of ELT

•

Educational Achievement
• Dropout rates for non-native
students in multiple countries are
much higher than that of native
speakers.
• Non native students have to spend a
longer time in ESL classrooms
• Lack of ESL skills denies admission or
progress in the institutions of higher
Education.
Social challenges and Benefits
of ELT

•

Difficulties in interacting with
native speakers in school (about
both social and academic topics).
• In classroom group activities, such
students often do not contribute
well, also because of discomfiture
about their English (Troynaa & Siraj‐
Blatchforda, 1993)
Social challenges and Benefits
of ELT

• Social Benefits of ELT
• Opportunity to learn and absorb
another culture because language and
culture are interlinked.
• Provides opportunities to travel
abroad
• Provides an access to prestigious local
and international jobs
• Possibility of promoting local cultures
(e.g. Chinese movement)
Qualification and Training of
Teachers

• Common Qualifications for English
Language Teachers
• Persons who want to pursue a career
in ELT can choose from several ways to
start their teaching qualifications.
• Generally, a Bachelor of Arts (BA)
degree is a condition for gaining a
position for teaching.
Qualification and Training of
Teachers
•

Masters’ degree (18 years of
education) is required for teaching in
the institutions of higher education.
• Most of the universities in the world
offer masters degree in ELT; the
degree may go by different names.
For example:
• Master of Education (MEd) in TESOL
 Qualification and Training of
Teachers

• Master of Arts (MA) or Science (MS) in
Applied Linguistics, M A in English
Language Teaching (ELT), MA in
English with an emphasis in TESOL,
MA in Teaching (MAT) in ESL, etc.
• In Pakistan, most common terms used
for these degrees are MPhil or MS in
Applied Linguistics / TESOL.
 Qualification and Training of
Teachers

•

These programs not only offer the
knowledge of English and its
teaching but also training in the
related fields
(curriculum/course/material
development, teacher training, etc.)
• Master's degrees usually include 30-
36 credit hours.
• Varying qualifications for Elementary
or secondary school teachers.
 Qualification and Training of
Teachers

•Other Options:

• TEFL Certificate - The minimum
qualification to teach EFL in private
language schools in United States.
• TEFL certificate courses in the USA
and Canada are run full time over the
course of two to six weeks. A four to
six week intensive course is more
valuable than a shorter one.
 Qualification and Training of
Teachers

• The Cambridge UCLES CELTA is
managed by the Local
Examinations Syndicate of the
University of Cambridge, UK.
• This certificate program is
available through language
institutes and British Council
offices across the world.
 Qualification and Training of
Teachers

•

TESOL Certificate Course of the
School for International Training
(130 hours) comprises workshops,
lesson planning, and teaching
practice.
• The course moves through a series
of modules while focusing on
various language skills.
 Qualification and Training of
Teachers

•

Trinity Certificate in TESOL (Trinity
College London) is a rigorously
evaluated certificate course also
provides sound basic training for
the entry level into the profession.
• It is accepted by the British Council
as an appropriate initial TESOL
qualification.
Qualification and Training of
Teachers

• Many degree programs and
certification courses in TESOL are also
offered online worldwide.
• In Pakistan, TEFL or other short
courses in ELT are also offered by
various public and private universities
for the professional development of
prospective and mid-career
professionals.
Professional Associations and
Unions

• There are a plenty of professional
organizations available for TESOL
teachers and students across the
world.
• TESOL International Association
(1966-2016):
• This is one of the largest and oldest
associations in the field of ELT.
Professional Associations and
Unions

•

Aims at advancing Excellence in
English Language Teaching
• Brings together educators,
researchers, administrators, and
students to advance the profession of
TESOL.
• More than 12,000 members
representing 156 countries, and more
than 100 worldwide affiliates.
Professional Associations and
Unions

•

Manages its own interactive TESOL
Resource Center (TRC); TESOL
Bookstore; Professional research
Journals (TESOL Journal and TESOL
Quarterly) and News Publications.
• Provides guidance for sound ELT
policies across the world to promote
Standards and Best Practices in the
field.
Professional Associations and
Unions

American Council on the Teaching of
Foreign Languages (ACTFL):
• (ACTFL) is dedicated to the
improvement and expansion of the
teaching and learning of all languages
(including English) at all levels of
instruction.
• Membership of more than 12,500
language educators, students, and
administrators.
Professional Associations and
Unions

• Has its own online resource center,
bookstore, Manuals, magazine and other
publications.
• National Council of Teachers of English
(NCTE)
• NCTE, another US based organization, is
devoted to improving the teaching and
learning of English, literacy and the
language arts at all levels of education
(elementary, secondary, college).
Professional Associations and
Unions

• NCTE Research Foundation –
research grants to its members
• NCTE's peer-reviewed journals (e.g.
Language Arts, Voices from the
Middle, English Leadership
Quarterly, Research in the Teaching
of English) offer the latest in
research, classroom strategies, and
fresh ideas for educators
Professional Associations and
Unions

• American Association for Applied
Linguistics (AAAL)
• An organization of scholars interested
in and actively contribute to the multi-
disciplinary field of applied linguistics.
• AAAL’s primary activity is a four-day
annual conference, which typically takes
place in March.
• Awards for distinguished scholars,
graduate students, articles and Books.
Professional Associations and
Unions

• International Language Testing
Association (ILTA) - Promotes language
testing and assessment expertise
worldwide
• International Association of Teachers of
English as a Foreign Language (IATEFL)
• One of the most thriving communities of
ELT teachers in the world (over 4,000
members).
• International conference, Special
interest groups, scholarships, etc.
Professional Associations and
Unions

• Professional organizations for
teachers of English at national levels
• Japan Association for Language
Teaching (JALT), TESOL Greece
• ELT Organizations in Pakistan
• Society of Pakistan English Language
Teachers (SPELT)
• Aims at improving the standard of
English teaching and learning.
Professional Associations and
Unions

• A voluntary body of teachers from
schools, colleges and universities.
• Affiliated with a number of
international organizations, e.g. TESOL
(USA), IATEFL (UK), RELC (Singapore),
and TESOL (Greece).
• Workshops, Conferences and
Publications for the professional
development of Pakistani English
language teachers
Professional Associations and
Unions

•

Pakistan English Language Teachers’ As
sociation (PELTA)
• Linguistic Association of Pakistan
• British Council, Pakistan
• supports a wider knowledge of the
English language. e.g. Punjab Education
and English Language Initiative (PEELI)
• English Language Programs of US
Embassy in Pakistan (e.g. Access, E-
teacher)
Thank You
