English as a Second Language

English as a second language (ESL) is a multifaceted term associated with several aspects in the area of English language teaching and learning. Broadly speaking, it refers to the use or study of English by speakers of other languages who are permanently or temporarily residing in English-dominant countries, such as Australia, Canada, England, New Zealand, and the United States. In a narrow sense, it refers to the field of study in applied linguistics that brings together aspects from theoretical linguistics, language acquisition, and teacher education; it is a discipline with its own theories, methodologies, and approaches for teaching and learning.

ESL is one of the possible ways to refer to the learning and teaching of English to native speakers of other languages. Due to the range of meanings subsumed under ESL, many other terms and acronyms have been coined over time, including English as a second or other language (ESOL), teaching of English to speakers of other languages (TESOL), teaching of English as a second language (TESL), and English language teaching (ELT). In the past few years, however, the tendency has been toward an acknowledgment of the increasing presence of multilingual speakers for whom English becomes their third, fourth, or fifth language. As a result, English as an additional language (EAL) has been replacing ESL as an umbrella term in the latest professional literature.

ESL learners can be found at all levels. From prekindergarten to graduate studies, programs aim at meeting the needs of their particular population of language learners. ESL programs typically fall into three main categories: ESL in elementary and secondary schools, ESL in higher and professional education, and adult ESL. Regardless of the type of model, successful ESL programs always take into account the elements that influence the process of English language teaching and learning. Crucial factors to consider are that learners have different needs, learning abilities, levels of education, and literacy, and they vary depending on age, socioeconomic background, and sociolinguistic variables.