Speaker
Description
The transition from English as a Foreign Language (EFL) to English as a Second Language (ESL) contexts has become increasingly significant in response to globalization and the growing demand for communicative competence. This study explores the teachers’ readiness to adapt from EFL to ESL teaching environments, with a particular focus on teacher education and its role in facilitating this shift. While the theoretical benefits of this transition are well-documented, the practical preparedness of educators remains a critical bottleneck. This research employs a quantitative approach to investigate the pedagogical, cultural, and linguistic challenges faced by EFL teachers during this transition to identify key gaps in current teacher education programs. Preliminary findings suggest that while teachers possess strong grammatical knowledge, there is a significant need for enhanced training in sociocultural competence and immersive instructional strategies. The results aim to provide actionable recommendations for curriculum designers and policymakers to better support professional development in the evolving global linguistic landscape.
