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Teaching ESL versus EFLTeaching english as a Second language (ESL) and teaching english as a foreign language (EFL) are two distinctly different undertakings and should therefore involve slightly different teaching principles and practices. In understanding the difference between ESL and EFL teaching, it is helpful to note that ESL teaching usually involves a group of multilingual students living in the country of the ‘target’ language (which, in this case, would be english). EFL teaching, on the other hand, usually involves the teaching of a group of monolingual students living in their own country, where english is not the primary language (Krieger, 2005). These differing teaching environments make for completely different classroom dynamics, with cultural interaction and use of the mother-tongue being large determinants. Student motivation and ease of learning process in ESL and EFL In ESL teaching, because the students are living in an english-speaking country, and are thus immersed in the english culture, motivation to learn is generally quite high. Students are constantly exposed to the language, meaning that they are improving all the time (even when not in lessons) and that english is relevant to their daily lives (Krieger, 2005). When teaching EFL, on the other hand, teachers may find that students are often less motivated. Because the students are able to live their daily lives without having to use a word of english (they are in their own, non-english speaking country), it is easier for them to dismiss the learning process. Often learning english is just a compulsory part of the syllabus (Brown, 2001). This can make EFL teaching very challenging. Teachers need to be particularly tactful in motivating their students to want to learn the language. Use of the mother-tongue in ESL and EFL Because teaching ESL usually involves a multilingual group of students, the tendency for students to revert to use of their mother-tongue instead of english is not very high. Seeing that none of the students speak the same native language, english becomes the common ground for communication, and this plays a large part in developing fluency and confidence with the language. When teaching EFL, however, because one is usually teaching monolingual students, there is a great tendency for them to revert to chatting to each other in their mother tongue (ITTT, 019: 20-21). This is highly unproductive for the english learning process, and ways of counteracting this include: strict rules regarding no use of the mother tongue, no response from the teacher unless the question is asked in english, teaching english of a level that is accessible to the students, and making sure that explanations are clear, so that students shouldn’t have to revert to their native language (ITTT, 020: 5-6). Influence of culture and past experience on the learning process in EFL and ESL One of the aspects of ESL which teachers may find particularly exciting is the eclectic mix of cultures that usually accompanies an ESL class. In this teaching context, the class becomes a platform for cultural exchange amongst the students and the teacher, which in itself is an effective communication tool (Matikainen & Duffy: 2000, 40). One of the challenges of the multicultural nature of ESL teaching is, however, the lack of consistency in the students’ learning styles and past experience of english. With so many different students from different backgrounds, it is difficult to establish overall needs and methods of teaching (ITTT, 019: 20-21). Teachers need to be aware of the variety of different needs within their classes, and the variety of different learning styles that can assist them with managing the class (Krieger, 2005). EFL faces these problems on a much smaller scale, as all the students in the class have grown up in a similar cultural background, find interest in similar things (to an extent), and generally respond to a common set of teaching methods (having had experience in those). Conclusion The contrasting classroom dynamics that arise from the differing teaching contexts of ESL and EFL mean that, while both of these teaching processes are essentially about teaching english to speakers whose primary language is not english, they need to be approached in slightly different ways. Only a few teaching ideas have been listed above, but the most important thing for teachers to realise is that, whether teaching english to a multicultural group of students in an english speaking country, or to a monolingual group in their own country, being aware of students’ needs is the key, no matter how varied those needs are. References: Brown, H. D. 2001. Teaching by principles. New York: Longman. International Tefl Teacher Training. Teaching special groups (19): 20-21, Troubleshooting (20): 5-6 Krieger, D. 2005. Teaching ESL versus EFL: Principles and practices. english Teaching Forum 43, (2). Available online [http://eca.state.gov/forum/vols/vol43/no2/p8.htm]. 12 May, 2011. Matikainen, T. and Duffy, C. B. 2000. Developing cultural understanding. english Teaching Forum 38 (3): 40–49