This document discusses various issues and trends related to teaching English as a foreign language. It addresses common problems that can arise, such as learner inhibition, low participation, and lack of motivation. It also explores different methods for teaching second languages to children, such as immersion programs, sign language instruction, and combining language learning with physical actions. The document emphasizes the importance of finding an instructional method that suits each learner's individual needs. It also notes challenges like insufficient time and resources for language teaching in some contexts. Overall, the document provides an overview of current issues, methods, and debates surrounding the field of teaching English as a foreign language.

1. Roy S. Capangpangan

2. Trend
 the general
course or prevailing
tendency;
 style; vogue
 fashion; mode

3. Issues
 some situation or
event that is
thought about
 an important
question that is in
dispute and must
be settled;

4. •What “Second Language” means?
a language learned by a person after his or her native
language, esp. as a resident of an area where it is in
general use.
a language widely used, esp. in trade, government, and
education, in a region where all or most of its speakers are
nonnative.
a non-native language officially recognized and adopted in a
multilingual country as a means of public communication
a language other than the mother tongue that a person or
community uses for public communication, esp in trade, higher
education, and administration

5. • Language is always applied
whenever it is spoken. The act
of applying a language is
usually called ‘communication’,
and it takes place whenever a
language is spoken in order to
communicate something with
someone for whatever reasons,
no matter whether or not this
communication happens in the
mother tongue or in any other
language.

6. • Different intellectual standards,
metalinguistic awareness, etc
• Add a subtitle here
•Reasons when communication is hampered
STRUCTURAL
PERSONAL
• Using different semantics, etc
CULTURAL • Using different languages

7. •APPLIED ENGLISH DEPARTMENT COURSES
FOCUS ON THE ACQUISITION OF A FOREIGN
LANGUAGE FOR THE SAKE OF COMMUNICATION,
WITH PROFESSION-ORIENTED COURSES AS
VALUE ADDED INGREDIENTS OF DEPARTMENTAL
MENUS
Applied English departments are teaching a
foreign language by offering students a study
environment where they would be able to apply
the language they are learning within a
professional world.

8. • Should academic institutions teach
languages at all, thus competing with cram
schools, high schools and other language
institutions?
• Should academic institutions prepare their
students directly for their future
professions, thus competing with
vocational and other profession-oriented
schools?
Two essential questions:

9. • Studying English has a
clear structure and goal:
to explore at an academic
level the linguistic and, in
a broad sense, cultural
dimensions of a specific
language and of the
people who speak it as
their mother tongue. It is
about understanding and
analyzing contents and
contexts related to the
discipline.
• The problem of
applying of what is
being studied in class
later on in the
profession is not
directly taken care of in
the curricula, for a very
good reason: The
application is not
considered to be a
matter of the study but
a matter of the
student.
• Application is an
intellectual ability
coupled with personal
skills which solely lie
in the hands of the
learned individual
(see, with respect to learning in general, Spitzer 2009, 356).

10. •The field of application of studies such as English
is vast, and job opportunities often come up
unexpectedly. People are better prepared for the
unexpected if they are open-minded with respect
to their future profession, especially at times
when it is becoming increasingly important to be
able to communicate with other experts from
other fields on the basis of one’s expertise. Future
job designs reckon with an increased demand of
flexibility regarding the application of one’s
knowledge, for new areas of knowledge are
permanently created as a result of on-going
interdisciplinary cooperation among disciplines
which, in the past, had no common borders.
Indeed, we don’t know what modern job profiles would look like five years from now!

11. Trends in EFL
One of the hottest parenting
trends today is giving children
language instruction beyond that
of their primary, native tongue.
Because speaking more than one
language can be beneficial
academically, can affect the
college admission process, and
can help determine a child’s
career trajectory upon reaching
adulthood, parents are more
determined than ever to help their
kids reach bilingual goals. There
are several methods for boosting
kids’ linguistic aptitude.

12. • Operating under the theory that childhood is the
ideal time for instruction in multiple languages,
parents are invested in producing polyglot adults
that speak effortlessly in several different
tongues. While this approach can be very time
consuming and difficult to follow through with,
the benefits of speaking fluently in a variety of
languages at a very early age are undeniable.
•Polyglotism
For some parents having a bilingual child isn’t enough; many
modern parents are teaching their children to speak two or even
three languages in addition to the child’s native tongue.

13. • they are either built around
the premise of splitting
instructional time evenly
between a child’s native
tongue and her second one
for partial immersion
• or they receive full
time second
language instruction in
classroom settings for full
immersion
•Immersion
Immersion language instruction methods are mainly done in these
two ways:
This method is accomplished often by parents whose children are too young
for school or whose schools don’t offer second language courses by
employing a nanny, Au pair, or other childcare provider that speaks only the
second language to a child during her working hours. Parents then take
responsibility for instructing their child in her primary language.

14. • Whether intended as a method for communicating before
a child becomes verbal
• as a means of communicating with hearing-impaired
friends and relatives, or
• simply to provide a child with the skill set necessary to
speak conversationally with someone whose abilities are
different from their own, sign language as a second
language is a very popular parenting trend.
•Sign Language
Spoken languages aren’t the only thing at the top of parental to-do lists
these days; sign language is all the rage for progressive parents.

15. • Parents that adopt this
method of language
instruction speak to their
children solely in their native
language; as such, the child
grows up absorbing the
sentence structure,
vocabulary, and
pronunciation of each
language as spoken by a
native.
• This unbiased approach to
language instruction can be
very effective; while they
may become verbal a bit
later than their single-
language peers, they can
have a superior grasp of
both languages when they
do begin speaking.
• One Parent, One Language
Children whose parents have different primary languages often
learn to speak each language with equal fluency by learning via the
“One Parent, One Language” method.

16. • For instance, a child
learning to say “look” in her
second language would then
pantomime the action of
holding binoculars to her
eyes, thus connecting the
word for “look” with the
action of looking
• AIM also integrates dance,
theater, and music with
language instruction,
making it a perfect choice
for kids that have a love of
the arts.
•Accelerated Integrated Method (AIM)
The Accelerated Integrated Method, also known as AIM, is a method of
childhood language instruction that is built around the idea that kids
learn and retain more of their second-language instruction when they
connect physical actions with their words

17. • Some students respond so well to a few hours a week of
AIM-based instruction that their fluency level rivals that of
their peers in full-immersion programs; depending on a
child’s individual learning style and temperament, it may
be the ideal method of second-language instruction.
• The most effective method of teaching a child to speak more
than one language is the one that suits her individual needs;
just as no two children are exactly alike, no two language
instruction programs will have the same level of effectiveness
In today’s increasingly global economy and a “shrinking” world of
connectivity with fellow humans around the globe, the ability to
comfortably and confidently speak at least one language apart from
primary language can give students and young adults a considerable
competitive edge over her peers and, later, her coworkers.

18. • Whichever method that you choose, it’s important
to be fully committed to helping your child master
her second language, as she will require the
support and assistance of her parents and
caregivers in order to absorb and retain it.

19. Issues in EFL
There are many experts that suggest about
problem. One of them says that problem will
appear if there is inappropriate between
exception and reality. Another defines that a
problem will happen if someone’s necessity
does not fulfill. A problem is something that if
it appears many people will get dissatisfaction.
It can make trouble and difficulty for
him/herself or other people, and if people
procure a problem, they always want to lose it.
Problem is perceived gap between the existing
state and a desire state, or a deviation from a
norm, standard or status quo, although most
problems turn out to have several solution.
Problem is a question proposed for solution,
anything which is required to be solved or
done, or a source of difficulty.

20. • Unlike reading, writing or listening activities,
speaking requires some degree of real-time
exposure to an audience. Learners are often
inhibited about trying to say thing in foreign
language in the classroom: worried about
mistakes or simply shy of the attention that
their speech attract.
•Inhabitation

21. • Even they are not inhibited, you often hear
learners complain that they cannot think of
anything to say: they have no motive to express
themselves beyond the guilty feeling that they
should be speaking.
•Nothing to say

22. • Only one participant can talk at a time if he
or she is to be heard; and in large group this
means the each one will have only very little
talking time. This problem is compounded of
some learners to dominate, while other
speaks very little or not a tall.
•Low or uneven participation

23. • It is easier for the student to use their mother
tongue in their class because it looks naturally.
Therefore, most of the students are not
disciplined in using the target language in the
learning process.
•Mother tongue use

24. • Students skip class, and when they do show up it’s likely
due to fear of failure more than anything else. They may
lack any semblance of attention during class, chatting
with classmates, doodling in their note books or, (gasp!)
in their textbooks.
• One key to increasing motivation is to use activities
matched to the personalities, learning styles and
characteristics of the learners as often as practically
possible.
•Lack of Learner Motivation

25. • What can you do when charged with teaching English or a
foreign language in only one or two hours per week?
• Lack of resources and virtually zero other resources in many
third-world classrooms
“You can never be too rich, too thin or have enough English or
foreign language vocabulary”.
•Insufficient Time, Resources and Materials

26. • face with over-sized groups? immediately implement
strategies using choral, small group and pair work to help in
lessening the load on both me and my large group of
learners.
• separate out a few of the more “advanced” learners to help
me with group work elements.
• The number of learners in a class room can range from one,
for those who teach individual private learners, to 15 or
twenty learners in a typical classroom up to “multitudes of 35
or forty or even fifty or more learners packed into a language
leaning situation.
•Over-Crowded English Classes

27. • Administrators, teachers, and students need to open
their eyes and realize that language-awareness is
meant neither as punishment nor as amusement. It
may even be something holy that raises us somewhat
closer to the angels. We need to return to the world of
Chaucer’s Clerk:
“Gladly would he learn and gladly teach.”

28. Thank you & God bless us all 
roycapangpangan13@yahoo.com