What are the differences between EFL and ESL?

There have always been great misunderstandings, or no understandings, of what are the differences in the terms ESL (English as a Second Language) and EFL (English as a Foreign Language). In the broad sense, they are similar in as much that they both refer to an assimilation of the English language. But that is pretty much where the similarities stop and the differences emerge.

EFL vs ESL
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There have always been great misunderstandings, or no understandings, of what are the differences in the terms ESL (English as a Second Language) and EFL (English as a Foreign Language). In the broad sense, they are similar in as much that they both refer to an assimilation of the English language. But that is pretty much where the similarities stop and the differences emerge.

Many teachers, and even distinguished university professors, have erroneously believed for decades that EFL and ESL are one and the same. In the late 1970’s and early 1980’s, when these two acronyms started becoming buzzwords, many educational instructors started to interlace the meanings of the two.

On more than a few occasions publications where released that actually made specific reference to both of them within the same paragraph. Each was given the same meaning and no differences were made between them.

Many years later, these same mistakes are being repeated. A recent look at internet job boards for teachers also reveals this misconception. Many positions in Japan, advertise for ESL teachers. While a university in Sydney, is looking for an EFL teacher.

One of the oldest forum/job list websites on the Internet has ESL in its domain name. However, ninety-eight percent of the jobs listed there, and equally the same number of forum categories are for EFL situations. It seems that even professionals in the industry confuse the two terms with seldom regard to the differences.

The major difference between EFL and ESL is often explained as follows: ESL refers to studying English while in a geographic location (i.e. country or target) where English is the native language. EFL is studying English where which English is not the native language spoken.

However, this is a simplified dichotomy that doesn’t address a lot of variables. Some important factors that require consideration are curriculum development and independent language policies, in addition to official languages.

For example, if a student is studying English in Quebec (an area of Canada that dominantly speaks French) is it a case of ESL or EFL? In this case it would be ESL. A region that isolates itself through language (Quebec) while being within a greater national body (Canada – native language is English) remains an ESL case.

This scenario could be compared to some parts of Los Angeles, California where the Spanish language is widely spoken. Would an English learner in L.A. be considered an EFL student? Even though there could be strong cultural arguments in both cases, stating that the cultural fabric of each area is different than its host nation, both remain ESL cases as the enveloping regions are native English speaking countries. Technically these cases would be EBL situations. However, EBL (English as a Bilingual Language) is not widely adopted and is even less understood than EFL and ESL.

Another parallel issue is the student’s goal in acquiring the English language. EFL and ESL learners have different goals and reasons for learning the language.

The ESL student typically learns English to function within an English speaking region. For example, the ESL student needs English to buy milk, bread, gas, orientation, services, and more. The EFL learner generally does not require English for daily functions. EFL students learn for academic reasons. Or often times they learn to increase their social status or marketability for prospective future endeavors.

Now this brings into question teachers, and whether a teacher is an EFL or ESL teacher.　Obviously, there are major differences here. However, the above guidelines can be applied if the specific applicability in most cases is weighed.

Teaching certificates or teacher training also brings to light discrepancies within the system. Should a teacher pursue a TESOL, TEFL, TESL, CELTA, or more than a half dozen variations?

In a future article, BENZHI will attempt to objectively present the differences for a prospective teacher.

EFL vs. ESL is a match is that results in a different winner depending on where and why the challenge occurs. They are not the same, each has their own strengths and weaknesses - but collectively they result in English learning.