The document provides a comprehensive overview of English Language Teaching (ELT) as an academic discipline focusing on various methods, approaches, and principles that guide the teaching and learning of English. It highlights the challenges faced in ELT, such as the lack of qualified experts and cultural barriers, while also discussing the benefits of ELT, including improved communication skills and job opportunities. Additionally, it outlines the qualifications required for English language teachers and the various professional organizations that support teachers in the field.

1. INTRODUCTION TO ELT
BS ENGLISH 3RD
AKHTAR NAWAZ

2. What is ELT?
As an academic discipline, ELT is primarily concerned with the teaching and learning of
English.
The majority of research work and publications in applied linguistics have been directly
concerned with language teaching and learning.
English language teaching is common in those countries where English is not the first
language (EFL, ESL, and EIL).
It is also taught in English speaking countries because many people from non-English
speaking countries move there.
Language teaching and learning is often assumed to be a very difficult process. The
difficulties of learners also depend upon how much their native language is different from
English.
Learners of English language usually commit errors of grammar, vocabulary, and
pronunciation.

3. Different Methods and Approaches of
ELT
Language teaching and learning is often assumed to be a very difficult
process. The difficulties of learners also depend upon how much their
native language is different from English. There are three principles of
teaching English which help the teachers and the students alike.
1. Selection and Gradation (which material/syllabus and in what order)
2. Theoretical and Pedagogical Concerns (language teaching has to
based on some theory)
3. Presentation and Practice (how and how often)

4. Methods and Approaches of ELT
The history of language teaching is generally considered to be the history of its
methods and approaches. Distinction between Approach, Method, and
Technique is :
The level at which assumptions and beliefs about language and language
learning are specified is called approach.
The level at which theory is put into practice and the decisions about skills and
content to be taught and the order in which these will be taught are made is
called method.
Technique is the level at which classroom procedures are described (Richards &
Rodgers, 2014).

5. Methods and Approaches of ELT
In this regard, Kumaravadivelu (2006) classifies the methods of
teaching a second language into three groups:
1. Language centered – It is organized around linguistic forms
(usually grammatical structure) whose major focus is on accuracy.
For example, Audio lingual and GTM.
2. Learner centered focuses on the learners‟ linguistic and
communicative needs. They are used only for specific elements of
language learning (e.g., CLT).
Learning centered methods define the content to be taught in non-
linguistic terms, e.g., task and topics (TBL).

6. Important Methods
In Grammar-Translation Method learning is ensured largely by translation to or from the target language.
The Structural Approach envisages that language is a complex structure of grammatical rules which are to be
learnt one by one in a set order.
The Direct Method focuses on teaching delivered completely in the target language.
The idea behind Audio-lingual Method is that the learning of a language is similar to attaining habits in life.
Total Physical Response Method focuses on the importance of aural comprehension - the learner‟s reply to simple
instructions.
Communicative Language Teaching aims to assist learners to communicate effectively in different real life
situations.
Task-Based Language Learning, a form of CLT, focuses on the completion of a learning task by using the target
language.
The Natural Approach aims at finding the similarities between learning the first and second languages. Usually,
there is no correction of mistakes here.

7. Socio-Cultural and Educational Challenges
Confronting ELT
Lack of availability of ELT experts and practitioners in many EFL
contexts
Classroom positioning
Difficulties in interacting with native speakers in school (about
both social and academic topics)
In classroom group activities, such students often do not
contribute well because of discomfiture about their English
(Troynaa & Siraj Blatchforda, 1993)
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8. Benefits of ELT
Global Communication: Facilitates communication across cultures and countries.
Career Opportunities: Enhances job prospects in various fields like business, education, and tourism.
Access to Information: Provides access to a vast amount of academic and professional resources published in
English.
Cognitive Development: Promotes critical thinking and problem-solving skills.
Cultural Awareness: Encourages an understanding of diverse cultures through language learning.
Higher Education: Opens doors to studying abroad in English-speaking countries.
Improved Academic Performance: Supports learning in other subjects, especially those where English is the
medium of instruction.
Social Integration: Helps individuals integrate into English-speaking societies or communities.
Technology and Innovation: Facilitates engagement with global technological advancements and innovations.
Lifelong Learning: Encourages continuous language improvement and learning adaptability.

9. Qualification and Training of English
Language Teachers
People who want to pursue a career in ELT can choose from several options to
start their teaching qualifications. Generally, a Bachelor of Arts (BA) degree is a
condition for gaining a position for teaching.
Master’s degree: Master of Education (MEd) in TESOL, Master of Arts (MA) or
Science (MS) in Applied Linguistics, MA in English Language Teaching (ELT), MA
in English with an emphasis in TESOL, and MA in Teaching (MAT) in ESL are some
examples of masters degree in English language.
In Pakistan, most common terms used for these degrees are M.Phil or MS in
Applied Linguistics/TESOL. Other options include TEFL Certificate, CELTA, TESOL
Certificate Course, and Trinity Certificate in TESOL etc.

10. Professional Associations and Unions
There are plenty of professional organizations available for TESOL teachers and students across the world.
For example, TESOL International Association (1966-2016) which has been one of the oldest and largest
associations in the field, American Council on the Teaching of Foreign Languages (ACTFL), National Council
of Teachers of English (NCTE), American Association for Applied Linguistics (AAAL), International Language
Testing Association (ILTA), and International Association of Teachers of English as a Foreign Language
(IATEFL).
Professional organizations for teachers of English at national levels include Japan Association for Language
Teaching (JALT), TESOL Greece, ELT Organizations in Pakistan, and Society of Pakistan English Language
Teachers (SPELT) etc.
A voluntary body of teachers from schools, colleges, and universities are affiliated with a number of
international organizations, e.g., TESOL (USA), IATEFL (UK), Pakistan English Language Teachers‟ Association
(PELTA), Linguistic Association of Pakistan, RELC (Singapore), and TESOL (Greece).
British Council Pakistan supports a wider knowledge of English language, e.g., Punjab Education and English
Language Initiative (PEELI) and English Language Programs of US Embassy in Pakistan (e.g., Access, E-
teacher, etc).