In this guide
Cambridge Veritas · Original TESOL self-study resources
Understand the idea
The setting affects what learners can practise beyond class. EFL often involves limited everyday exposure; ESL commonly involves using English in the surrounding community. International communication may involve many English varieties. These labels describe contexts, not learner ability.
What you will practise
- Explain the key idea in “EFL, ESL and international English” using a concrete example.
- Choose a teaching response that fits the learner and the purpose.
- Identify evidence you could collect to evaluate that response.
A closer look at the teaching
Exposure is not the same as participation. A learner may live in an English-speaking environment but have few safe opportunities to use the language. Conversely, an EFL learner may communicate online every day. Ask which interactions are available, which ones matter and what prevents the learner from taking part. Select a task that builds a usable bridge between class and that setting.
Teaching choices begin with the relationship between the learner and the setting. A class preparing for everyday community interactions needs different practice opportunities from a group using English mainly for an examination or a specialist workplace task. Look beyond a broad course label: identify the events learners face, the language they already manage and the constraints on practice. A needs-led plan can then connect classroom activities with a purpose learners recognise.
In the classroom
An adult who needs to speak with neighbours has different immediate opportunities from a school learner who only uses English in lessons.
Before choosing an activity, identify what the learner needs to understand or communicate. Separate the language demand from other demands such as reading instructions, managing equipment or speaking to a large group.
A teaching sequence you can adapt
Use these stages as a starting point for this topic. Keep the language goal visible, and change the support when learner responses show a different need.
- 01
Gather a short description of the target situation and a small performance sample. Compare reported needs with what the learner actually does.
- 02
Select a realistic communication outcome and identify the language, background knowledge and interaction it requires.
- 03
Choose materials and grouping that work within the available time, class size and access conditions.
- 04
Observe the target performance, discuss the result with learners and adjust the next lesson priority.
Ask the learner to describe one interaction they can now attempt and the language that makes it more manageable.
A common mistake to avoid
Do not infer a learner’s needs or proficiency from where they live or from a nationality label.
When reviewing the activity, distinguish what you observed from what you inferred. Use the task outcome and a fresh example to decide whether another explanation, a different scaffold or more independent practice is needed.
Adapt it for your learners
Make the task accessible.
Make the setting concrete with a sample message, visual or role card. Explain unfamiliar task conventions separately from the language being practised.
Extend the thinking.
Change the audience or constraint and ask learners to adapt their message. Have them explain which language choice changes and why.
Keep the intended outcome consistent when comparing responses. Record which support was available so you do not confuse a supported performance with the same task completed independently.
Try it, then compare.
Take a moment to make your own decision. Compare your reasoning with the example, then adapt it for a teaching context you know.
Try it in a teaching context
Choose two useful out-of-class tasks for each learner.
Your questions, answered.
What is a common mistake with EFL, ESL and international English?
Do not infer a learner’s needs or proficiency from where they live or from a nationality label.
How can I check whether the teaching worked?
Ask the learner to describe one interaction they can now attempt and the language that makes it more manageable.
How can I support learners who find the task difficult?
Make the setting concrete with a sample message, visual or role card. Explain unfamiliar task conventions separately from the language being practised.
How can I add a useful extra challenge?
Change the audience or constraint and ask learners to adapt their message. Have them explain which language choice changes and why.
Quick revision
- The key idea: The setting affects what learners can practise beyond class.
- The context to remember: An adult who needs to speak with neighbours has different immediate opportunities from a school learner who only uses English in lessons.
- A useful next step: Choose two useful out-of-class tasks for each learner.
For your teaching portfolio: keep a brief plan, a note of what learners actually did and one change you would make next time. Use anonymous examples.
Take the module self-checkSources and authorship
This module maps to the supplied syllabus PDF, Learning and teaching contexts (3 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.
View the supplied PDF ↗ · Publication reference: source chapter
Written by Cambridge Veritas. Updated .
Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.