English as a Second Language

English as a Second Language (ESL) is an umbrella term used to define those for whom English is not their native language. For some, the term ESL may be a misnomer, as it may be used to designate those for whom English is in actuality their third, fourth, or fifth language, not necessarily their second. For this reason, there are now several terms used in addition to ESL. Other terms include ESOL (English for Speakers of Other Languages), EAL (English as an Additional Language), and EFL (English as a Foreign Language). ESL speakers are also sometimes called NNS (non-native speakers), which emphasizes the fact that they are not native born to a country speaking the language, or ELL (English Language Learner) and CLD (Culturally and Linguistically Diverse), which highlights other characteristics about ESL speakers.

ESL is an important topic in communication research methods for various reasons, including the fact that ESL learners continue to increase. English is still the lingua franca of many sectors of society, such as international relations and commerce, and more recently, it has become an important vehicle for common understanding in online communication. As globalization increases population mobility and communication interaction, there is an increased need to study ESL learners to extend communication theory and to render it more valid for a more diverse population. Immigrants and ESL students are increasingly becoming important for communication research as subjects of studies, and many of the subjects are solicited in university classrooms.

An additional reason for the enhanced importance of ESL to communication research is that today there is a marked increase in the presence of ESL students in U.S. classrooms. ESL students come from two sources: they are either international students on a temporary sojourn, or they are the offspring of immigrants. The two categories of ESL students share some similarities; the most significant similarity is that English is not their native language. In response to the increase in ESL students, instructors feel the need for more research on pedagogical strategies they can use to teach ESL students more effectively, and the administration of institutions of higher learning need more research to determine which administrative decisions most effectively assist ESL students to learn.

ESL learners have unique linguistic and cultural challenges that require the attention of communication researchers. This entry first introduces different levels of ESL learner abilities and then discusses potential linguistic and cultural factors that affect communication research involving ESL learners. After discussing these issues in general, this entry demonstrates potential issues affecting the validity and reliability of quantitative and qualitative research on ESL learning.