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'ESL' redirects here. For other uses, see.

English as a second or foreign language is the use of by speakers with different. Language education for may be known as English as a second language ( ESL), English as a foreign language ( EFL), English as an additional language ( EAL), or English for speakers of other languages ( ESOL). The aspect in which ESL is taught is called (). The term 'ESL' has been seen by some to indicate that English would be of subordinate importance; for example, where English is used as a in a multilingual country. The term can be a misnomer for some students who have learned several languages before learning English. The terms 'English language learners' (ELL), and, more recently, 'English learners' (EL), have been used instead, and the students' native languages and cultures are considered important.

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Methods of learning English are highly variable depending on the student's level of English proficiency and the manner and setting in which they are taught, which can range from required classes in school to self-directed study at home. In some programs, educational materials (including spoken lectures and written assignments) are provided in a mixture of English and the student's native language. In other programs, educational materials are always in English, but the vocabulary, grammar, and context clues may be modified to be more easily understood by students with varying levels of comprehension (Wright, 2010). Adapting comprehension, insight oriented repetitions and recasts are some of the methods used in training. However, without proper cultural immersion (social learning grounds) the associated language habits and reference points (internal mechanisms) of the host country are not completely transferred through these programs (Wright, 2010). As a further complication, the syntax of the language is based on Latin grammar hence it suffers inconsistencies. The major engines that influence the language are the and the and they both have assimilated the language differently so they differ in expressions and usage.

This is found to a great extent primarily in pronunciation and vocabulary. Variants of English language also exist in both of these countries (e.g. The English language has great reach and influence, and English is taught all over the world. In countries where English is not usually a native language, there are two distinct models for teaching English: Educational programs for students who want to move to English-speaking countries, and other programs for students who do not intend to move but who want to understand English content for the purposes of education, entertainment, or conducting international business. The differences between these two models of English language education have grown larger over time, and teachers focusing on each model have used different, received different training, and formed separate.

English is also taught as a second language for recent immigrants to English-speaking countries, which faces separate challenges because the students in one class may speak many different native languages. Young,, studying English, 1846 Language teaching practice often assumes that most of the difficulties that learners face in the study of are a consequence of the degree to which their native language differs from English (a approach). A native speaker of, for example, may face many more difficulties than a native speaker of, because German is more closely related to English than Chinese. This may be true for anyone of any (also called first language, normally abbreviated L1) setting out to learn any other language (called a, second language or L2). See also (SLA) for mixed evidence from linguistic research. Language learners often produce errors of,, and thought to result from the influence of their L1, such as mapping its grammatical patterns inappropriately onto the L2, pronouncing certain sounds incorrectly or with difficulty, and confusing items of vocabulary known as.

This is known as or 'language interference'. However, these are typically stronger for beginners' language production, and SLA research has highlighted many errors which cannot be attributed to the L1, as they are attested in learners of many language backgrounds (for example, failure to apply 3rd present singular -s to verbs, as in 'he make' not 'he make s'). Some students may have problems due to the incoherence in rules like were, a noun is a noun and a verb is a verb because grammarians say they are. In 'I am suffering terribly' suffering is the verb, but in 'My suffering is terrible', it is a noun. But both sentences expresses the same idea using the same words. Other students might have problems due to the prescribing and proscribing nature of rules in the language formulated by amateur grammarians rather than ascribing to the functional and descriptive nature of languages evidenced from distribution.