Here is a list of some important terms from the text Teaching English Worldwide by Paul Lindsay. As you read the book, write down a short definition or notes to help you remember the meaning of all of the terms. Give examples if possible. This will be due on Wednesday, July 28th.
In addition, you have been given some terms that you are responsible for teaching to the others in your class using this wiki. Add your definitions and examples to the list below by clicking on 'Edit' (top right). Remember to add your first initial and last name to the end of the definition. You can also add pictures!
Important terms, names, and concepts in teaching a second language
1. macro skills -The four basic skills are divided into receptive and productive skills. The receptive skills are listening and reading; the productive skills are speaking and writing.-Y.Chuang
2. receptive/productive skills - Receptive skills- listening and reading; also described as passive. Productive skills- speaking and writing; also described as active. -S. Dempsey
3. integrated skills -
There are four language skills: reading, writing, speaking and listening. “Integrated skills” means these four skills are combined by one another interdependently. In class where the communicative language learning is going on, the task should be based on four skills even though it doesn’t have to be hands on. As, one day, Bridget and Jennie showed us the examples about teaching grammar communicatively, listening skill was required to understand the given situation, each reading and writing was gone through dialogue of the context and making a sentence even though it was a grammar lesson inductively. - P. Song -
4. syllabus -It is a list of everything will be included in the course. -J.Chumana.
5. learner training -
when teachers play an active role in developing good learners, it involves raising a students’ awareness of his or her own learning strategies and questioning whether they are effective. Good learners shouldn’t depend on the lessons as their sole source of exposure to the language. For example: some good skills to instill into any language learner are: good study skills, self-access centers, awareness of teaching ways, and reflection. ~ D. Troup
6. classroom management - the steps needed or techniques used to proactively organize the classroom in terms of behavior, control, engaged students, and focus. Ex: Suzy strategized a three step plan to manage her classroom: 1. set the stage, show that the teacher gives the rules; 2. after setting the stage, lay low so students will integrate with other students and the teacher, as well as interact, 3. while laying low still be the enforcer of rewards or disciplinary actions -- star charts, candy, etc. as incentives for students. This according to Suzy, was classroom management. - L. Hartley
7. warm up - An icebreaker or a language-rich and student-centered activity that begins before the start of a lesson. Its purpose is to quickly ease the students’ attention into L2 in a fun and relaxed classroom environment. Warm-ups should be age and level appropriate. Most warm-ups are game such as find someone who…, back-to-back, and TPR command game. For example, back-to-back: the students are divided into two groups. The opposite teams will stand back-to-back. Each pair must ask yes/no question (do you wear glasses?) in order to guess who the other person is. ~KVorasatmatee.
8. realia – Realia are three-dimensional objects (or facsimiles thereof) which are used in the foreign language classroom as visual and tactile learning aids. An obvious benefit to blind and partially sighted learners, realia offer the learner more physical engagement, and more and different information than either photographs or written descriptions can. They can be manipulated and identified during learning exercises. They strengthen understanding of vocabulary, and reinforce and augment students’ connection with the culture of the people whose language they are learning. We have used realia of numerous kinds in class to good effect. Fruit is easy to obtain, and offers information through fragrance and texture as well as appearance, weight and size. The composition of some objects is unclear until they are examined more carefully and found to be of glass, ceramic, metal or leather. Objects such as musical instruments add an engaging sound dimension. With some learners, the realization that they are holding an actual object from an exotic culture of interest lends intrigue and motivation to their language studies, in ways that no photograph can equal. ~ S. Ferrel
9. context - the situation in which a language item occurs. There are three different types of context: 1. The context of a situation which can be real or simulated 2. the context of different types or examples of texts which can be real or imaginative, such as narratives, dialogue (made-up or authentic), texts on audio tape, texts on video, or texts in books 3. the context taken from newspapers, magazines, or other authentic materials ~ D. Troup
10. authentic language -It is the use of a language that was not prepared for TEACHING it. Authentic language can be found in newspapers, magazines, etc. Its target is native speakers of that language. RECartagena.
11. concept checking - a form of checking or analyzing student comprehension. Questions are asked to check the students' understanding. Questions should not be yes/no, but rather detail oriented. Ex: One time in class we talked about birds. The next time class meets, or during a review part of the lesson, the teacher should ask questions like: how long are the crane's legs? (very long!) What color is a flamingo? (pink). Rather than - the crane's legs are long right? or Is the flamingo the pink one? - L. Hartley
12. collocation - This defines a sequence of words or terms that co-occure more often than would be expectd by chance. In an expanded definition, if the expression is heard often it will transmit itself memetically and the words become "glued" together in our mind. :"Crystal clear", "middle management","learning coach" and "visual aid" are examples of collocated pairs of words. ~ CBeattie
13. lexical sets - a group of related words with the same topic, funtion, or form. 'Cat, dog, tortoise, goldfish, gerbil' is part of the topical lexical set pets, and 'quickly, happily, completely, dramatically, angrily' is part of the syntactic lexical set adverbs. B. Klingaman
14. affixation - Forming words by adding prefixes and/or suffixes do the base word form. Example: honest/ dishonest, patient/ impatient, hope/hopeful. D. Castillo
15. compounds – Compounds are words which are formed by joining together two or more independent words. The separate elements of a compound can be joined in English by simple concatenation (as in the compound Leatherneck), or by the use of a hyphen (hard-hearted). Compound words taken from and used in other languages are also common in English, especially in the area of scientific terminology (conchology). Compounds provide a rich source of new vocabulary in English (locavore, nutburger). ~ S. Ferrel
16.structure - "a sequence of words that makes a grammatical unit"; this could be a sentence, a phrase, a proposition. S. Alami
17. metalanguage:a language or vocabulary used to describe or analyze language. Words and phrases such as verb, noun, present perfect, phrasal verb, reported speech are all examples of common classroom metalanguage. E. Piwowarczyk
18. function -
Compared to “form” which focuses on “grammatical” language, “function” is about “why we use language”. The answer can be “because language is a tool/way/method for communicating/ interacting with human beings. Function is more about the purpose of using language than about how language is made and structured. In a perspective of ‘function’, the meaning of language (text) is modified by different varieties of situation. In other words, it is contextualized for translation. Even if there are the same words, they would be translated into many meanings depending on situations. For example, when somebody says “Who knows?” it can have two meanings depending on situations as follows: a) when somebody really wants to know “Who” or b) when somebody meant “Nobody knows.” - P. Song -
19. auxiliary - also called helping verb, helper verb, auxiliary verb, or verbal auxiliary is a verb functioning to give further semantic or syntactic information about the main or full verb following it. In English, the extra meaning an auxiliary verb provides, alters the basic form of the main verb to make it have one or more of the following functions: passive, progressive, perfect or modal. There are two different kinds of auxiliary verbs in English: Primary auxiliaries: am/is/are/was/were, have/ has/had, do/ does/did; Modal auxiliaries: can/could, may/might, will/ would, shall/should, must/ought to/used to. Examples: "A wise man will make more opportunities than he finds."(Sir Francis Bacon);"We are all worms, but I do believe I am a glowworm."(Winston Churchill); "I did not invent Irish dancing."(Bart Simpson, The Simpsons) J. Cichoń-Dec
20. modals -Special verbs that is often used to indicate notions of possibility or necessity such as must, should, could or would,etc. For example,I must turn in my journals now (High necessity) or I could turn in my journal now (Low necessity)S.Bavornvanijyakul
21. IPA - /ˌɪntəˈrnæʃnəl fəˈnetɪk æˈlfəbet/ A special alphabet used to clearly show how native English speakers pronoun the forty-four unique sounds of the language.
For example, /aɪ ɪz edʒumʌkeɪtɪd/
ニコニコ
-k. kato
22. minimal pairs - are pairs of words that have ONE phonological element that is different. Ex: soot/suit lit/light S. Montilla
23. phoneme - is the smallest contrastive unit in the sound system of a language Ex: /k/ kit or skill S. Montilla
24. dipthongs - two adjacent vowel sounds that occur within the same syllable and glide into one combined sound. Examples: boy, cow, house, voice, etc.) B. Klingaman
25. schwa -the short vowel sounds. It is the most frequently used vowel in English. It is the vowel sound in the and a and the first sound in about.It is phionemic symbol is /ə/. It occurs in unstress words and syllables, such as in prepositions like to or of. Forexample, she went to school./tə/ -Y.Chuang
26. stress - The emphasis put on a word or syllable, either intentionally or based on correct pronunciation. Stress is usually given to important words or syllables, so the main idea is heard. Sometimes stress follows rules dividing nouns (stress on first syllable) and verbs (stress on second/last syllable). Ex: insult (noun) vs. insult (verb); record (noun) vs. record (verb); rebel (noun) vs. rebel (verb).
Stress can also be used in error correction, placing emphasis on an incorrect word or syllable, as well as placing emphasis on the corrected word or syllable. Ex: Teacher: "When did you go home?" Student: "Because my mom called me." Teacher: "When did you go home?" Or... Teacher: "What is that?" Student: "A piture." Teacher: "Piture? Picture." .....M. McCann
27. stress-timed language vs. syllable-timed language -Stress-timed languages are those in which syllables may last different times, but they are perceived as constant. In here you have a vowel reduction process as in English or German. On the other hand, syllable-timed languages are the ones in which every syllable is perceived as taking same amount of time. These languages tend to give syllables equal stress. They do not have reduced vowel sounds. Spanish, Italian are examples of these languages. RECartagena.
28. pitch - high and low tones similar to the variations in music T.Lee
29. intonation - The moments in which we change pitch. Loliver
30. fluency vs. Accurancy Accuracy is the ability to produce correct sentences using correct grammar and vocabulary. Accuracy is relative. A child in early primary isn't capable of the same level of accuracy as an adult. Teachers who concentrate on accuracy help their students to produce grammatically correct written and spoken English. Typical accuracy activities are: grammar presentations, gap-fill exercises, frame dialogues.
Fluency is the ability to read, speak or write easily, smoothly and expressively. In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context. Fluency generally increases as learner's progress from beginning to advanced readers and writers. Language teachers who concentrate on fluency help their students to express themselves in fluent English. They pay more attention to meaning and context and are less concerned with grammatical errors. Typical fluency activites are: roles plays, speeaches, communicative activities, games.- J.Chumana 31. elicit - - If you elicit a response or a reaction, you do or say something which makes other people respond or react. - T.Lee
32. register - The functional language or the variety of language use for a particular purpose or in a particular social settings.Ex. Formal conversations: "I would like some drink, please" /Informal conversation: "I want some water now!"
Formal writings: The language camp is a great learning experience for the SIPs /Informal writing : The language camp is so coolll and the SIPs are so fine!!!! S.Bavornvanijyakul
33. scanning -This is a reading technique you often use when looking up key words or ideas from a text. EX. when you have only 15 mins to read a long chapter before you meet with your classmates for a discussion you will scann the bullet points of text to get some ideas about the text.~ CBeattie
34. skimming - reading a text quickly to get a general idea of what the text is about (the reader does not, and should not, read every line and every word). Example: If you don't have time to read the whole chapter assigned to us out of Teaching English Worldwide you would skim the chapter to get a general idea what the text is about. ~ D. Troup
35. intensive reading -
involves learners reading in detail with specific learning aims and tasks. The text may be of particular interest for us because it contains needed information. There are many reasons for intensive reading of the text: to examine the use of specific grammatical features, like verb forms or tenses, to infer meaning of new vocabulary and gain understanding of new words in context, to learn about discourse markers, how various phrases are used to introduce other phrases. J. Cichoń-Dec
36. cloze - It is a reading comprehension exercise or test with certain words removed. The student is asked to supply words that have been deleted from a text. - P. Jimenez
37. extensive reading - reading fluently to get the gist or general understanding in a foreign language, with a focus on A LOT of reading at a comfortable level. ABrekke
38. graded readers -graded readers are the texts that have been simplified for English labguage learners. They have been on the market for more than 40 years, so there's a wide range to choose from. A good library or resourcecenter ahould give student saccess to graded readers. -Y.Chuang
39. cognate - A word that is similar in form and meaning to a word in another language. Example: telephone in Spanish is telefono D. Castillo
40. self-access learning - centers where students are able to obtain more information after their regular classroom presentation. There are several resources for independent language practice. These facilities usually include: Computers for language practice, cassette recorders (for individual listening), language laboratory, video players, and a reference sections.The information is designed to be accessed without classroom teacher.
-S. Dempsey
41. PPP - Presentation, Practice, and Production is a conventional approach to planning lessons. In the presentation stage the teacher conducts some controlled practice and eliciting of the information that needs to be taught with mostly teacher-student interactions. In the practice phase, there is mostly controlled activity in groups, pairs, or the whole class. Finally, in the production stage is when there is mostly student to student communication. The activity requires less control. Then there is a problem-solving task. -S.Dempsey
42. TTT - a restricted use approach (Test-Teach- Test) Students do a communicative activity the teacher checks and corrects what is necessary then the students do a second and better communicative activity . D. Castillo
43. acquisition vs. learning - Aquisition is unconsioulsly learning a language. Your native language is usually acquired because it is naturally learned with little or no effort. Learning is the conscious application and monitoring of a language. Learning a second language is usually learned because it takes instruction, practice, and more effort to pick up. B. Klingaman
44. interference- occurs when students transfer the rules of their first language to express something in their second language. Insufficient knowledge of the second language’s grammar is only one of the possible reasons of interference. If a student does not know the second language’s rules, he is likely to fall back on the rules of his first language. To give an example of interference error, in Polish we use the verb “to have” while talking about someone’s age, in English it is the verb “to be”. That is why, Polish students who learn English are likely to produce a sentence * I have ten years.E. Piwowarczyk
45. L1 vs. L2 -
L1 is the natural language you acquire as a child. This is your first language. The process is a natural one that happens during and after the silent period of life. For example, my first language is English. It was the fluent language I learned to speak at home with my family.
L2 is the second language learning process. Where the language is learned in a classroom setting or independently. It can be difficult to acquire a second language. For example, I chose to learn Spanish. It was more difficult for me to learn Spanish than English because it was not a natural language for me. I am continually learning Spanish, I have not acquired Spanish. M.Graham
46. overgeneralization - erros that L2 learners would commit when they make a wrong application of the L2 rules ex) He goed to the school.(instead of went) A.Lee
47. Direct Method - A teaching method using the target language as a means of instruction and expected response. The L1 is avoided in this method, because it is assumed here that if one wants to learn Spanish, one must listen to and speak Spanish. The emphasis is on communication over reading and writing skills. The classroom atmosphere tends to be very visual/audio/oral. Ex: Being immersed in a language where nobody speaks your L1, forces you to listen to and speak the target language. Therefore, a classroom where this method is used might be similar to an immersion experience. .....M. McCann
48. inductive approach vs. deductive approach - Learning or teaching through examples, experiences, practices and observation V.S. Learning or teaching through rules and explicit forms of the language. S.Bavornvanijyakul
49. functional approach - also called Communicative Language Teaching, is based on the interaction and communication as the ultimate goal of language acquisition. Students must apply their own knowledge of sociolinguistics to help them communicate. It is Student centered, with the teacher as a facilitator. ABrekke
50. communicative approach - this approach aims primarily to enable the learner to become competent in the processes of communication. Also, this approach stresses the importance of using language appropriately on social context. T.Lee
51. affective (filter) - according to Krashen, anything that affects a student emotionally that may impede language acquisition (stress, embarrassment etc.) ABrekke
52. Krashen - (Theory of Second Language acquisition). There are five hypotheses which constitute the “monitor model”.
1. Acquisition/learning hypothesis: there are two ways for adults to get knowledge of a second language: Acquisition, similar to the way children get their first language , with no conscious attention to the language forms. Learning, learners of L2 know the rules but fail to apply when they want to communicate. Learning cannot turn into acquisition.
2. The monitor hypothesis: the learned system acts only as an editor or monitor. Learners use the monitor when they are focused on being correct than on what they want to say. Krashen’s claim that language which is produced quickly and spontaneously must have been acquired rather than learned.
3. The natural order hypothesis: Similar to first language learners, second language learners acquire the features of L2 in predictable sequences. The rules that are easiest to state are not necessarily the first to be acquired. For example, the rule for adding “s” to third person singular in present simple, even advanced second language speakers fail to apply this rule in a conversation.
4. The input hypothesis: The acquisition of language is only one way-by exposure to comprehensible input. If the input contains forms and structures just beyond the learner’s current level of competence in the language ( I + 1), then both comprehension and acquisition will occur. Input is the source of acquisition.
5. The affective filter hypothesis: The affective filter is an imaginary barrier that prevents learners from acquiring language from the available input. Affect refers to motives, needs, attitudes and emotional states. When a learner is anxious, tense, self-conscious or bored, the filter will be up, blocking input. On the contrary, the filter will be down when the learner is relaxed and motivated.- P. Jimenez N.
53. TPR - Total Physical Response; Language teaching method developed by James Asher. This method requires that students respond appropriately to the teacher's command in their L2 without speaking at first (silent period); in other words, this is the method that focuses entirely on involves kinetics reactions. Remember Phil Arendt's Amheric lesson? S. Alami
54. learner-centered approach - It is developed with the learner’s needs, interests, and objectives. The teachers focus on learner strengths as foundational to building new skills and knowledge, scaffolds learning(knowledge, comprehension, application), anticipates possible barriers to learning and application of learning, seeks proactively and then implement solutions/resources that will minimize or eliminate barriers in the various learning contexts or teaching/learning exchanges. J Chumana.
55. teacher-centered approach - a type of teaching/classroom environment where the teacher is the focus of the class. Ex: focus is on what the teacher knows about language, the instructor talks, students are expected to just listen, students work independently, teacher monitors and corrects at a high level, teacher is the main answerer of questions - rather than discusser, etc. In teacher-centered classrooms, the topic is usually chosen by the teacher and the classroom is often quiet. This is the antonym of a learner-centered environment, where students are often the focus point, with some focus to the teacher; group work is expected; instructor serves as a modeler and students interact, talk, keep busy and have an influence on answers to questions and topic choices. - L. Hartley
1. competition -
Competition is a way of stimulating students’ desire to learn by forcing them to make the best result. It is more about what individuals can make as the best at the end (result > process) than how they make the result (process > result). To work well with competition, it is important to have prizes which are attractive enough to have students be ambitious about learning and racing (competing) in the class. Using competition is helpful in managing the classroom. For instance, in my class with 7/8-year-old kids, we gave each table points depending on how well they were listening to teachers and classmates and we prized candies for the winning team. That was a very effective way to draw students’ attention and make the classroom atmosphere adequate for learning.
- P. Song -
2. cooperation -This is the process of working or acting together, which can be accomplished by both intentional and non-intentional agents. In its simpliest form it involves things working in harmony, side by side,while in its more complicated forms,it can involve something as complex as inner workings of a human beings or even the social patterns of a nation, EX: In language camp, we are cooperating with our language coach in delivering the lesson plan she has for the class. ~ cbeattie
3. collaboration -
Collaboration is where groups of people work together to solve a problem that otherwise the individual would be incapable of doing. Working together to bring different and unique options to problem solving. For example, The Declaration of Independence, was an collaboration of the founding fathers. Putting a man on the moon was a collaboration of scientist’s. In a sentence: I collaborated with my partners on our english presentation. M.Graham
4. grammar-translation method - a deductive method that puts heavy emphasis on reading and writing skills, and focuses on grammatical rules and memorization of vocabulary. It is impartant for students to learn reading and translating.
5. audiolingualism - Audiolingualism- also called the Audio-Lingual Method, or the Army Method, is based on Behaviorist theories of language acquisition. ALM has a strong focus on immediate feedback and grammar drilling through short conversations. It is heavily Teacher centered. ABrekke
6. negotiation of meaning - It is a speakers process to reach a clear understanding of each other. RECartagena.
7. foreigner talk - a simplified version of speech used by a native speaker to non-native speakers who have limited knowledge of the language
8. silent period - For the learner, this is the first stage of acquisition in TPR: students are to follow instructions without repeating or responding to them. S. Alami
9. interlanguage - This is the language non-native speakers use before they reach fluency in their L2. S. Alami
10. i + 1 - This is part of Stephen Krashen's input hypothesis which states that for a student to comprehend and acquire information, the input must be just above the student's competency. If comprehension and acquisition do not occur, then Krashen points to the affective filter as the barrier to learning. Ex: As an adult, reading children's books (i-10) can be entertaining, but not very intellectually stimulating. Reading books at our level for pleasure (i-1), may be enjoyable, but we usually aren't challenging ourselves very much. However, reading a book slightly above our level (i+1), can be intellectually stimulating and it will most likely contain new information and vocabulary, causing us to learn new things. If we choose a book about quantum physics (i+10) and we know nothing about this subject, the book will most likely be far beyond our competency level and we will forfeit reading early on. So, in order for learning to occur, and to keep a student engaged, there must be some challenge to the material, but not so difficult that the student will give up. (sorry this is so long!)..... ..............M. McCann
11. scaffold -This is the type of assistance offered by teachers or peers to support learning. In the process teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the students capability. Once students master the task teacher begins the process of "fading" or the gradual removal of the scaffolding which allows the student to work independently. ~CBeattie
12. cooperative learning - a learning style where efforts are made in small teams, usually with studnets who differ in ability or characteristics. In cooperative learning, students gain from eah other's efforts, know that each group member should hold a responsibility, and accomplish or recognize efforts and work together. Ex: cooperative learning styles result in mutual benefits, and participants may believe in the saying "we all sink or swim..." perhaps no one floats here. - L. Hartley
13. jigsaw activities--
Jigsaw activities emphasize cooperative learning and also integrate the four macro skills into one lesson. The first step of this technique entails dividing the classroom into four or five groups, each of which should consist of five to six students. Next, the teacher will separate the day’s lesson plan into five or six sections (one for each member of the group). Groups then assign each member a different section of the lesson to learn. Students of each section will gather in mini expert groups and discuss the main ideas of their section. After they have been given adequate time to do this, have students reassemble into their original groups. Each student will share his or her findings to the main group.
Bridget’s lesson about Susan B. Anthony and Elizabeth Cady Stanton was a good example of this on a small scale, and is a good foundation to build a bigger jigsaw activity off of. In fact, all that is needed are a couple more texts. If we added readings for Rosa Parks and Harriet Tubman and followed Bridget’s lesson plan we would have ourselves a complete jigsaw activity. Yay!
-k. kato
14. CALL -
Computer Assisted Language Learning- is a form of computer based learning, which is not regarded as a method but rather as a tool that helps teachers become more effective and successful. Computer based resources such as Internet, CD-ROMs are used to present, reinforce and asses material to be learned. The philosophy of CALL puts strong emphasis on student centered lessons. E. Piwowarczyk
15. BICs vs. CALP - BICs (Basic Interpersonal Communication Skills): The conversational or day-to-day language for social interaction. They occur in meaningful social context and are not demanding cognitively. BICs can be achieved within the first 6 months or 2 years. CALP (Cognitive Academic Language Proficiency): Formal academic language needed to continue and achieve higher education (beyond high school). CALP has fewer contextual clues for meaning and is demanding conceptually. CALP takes longer to learn (5-7 years) than BICs.
ESL or EFL teachers must be aware of the differences in BICs and CALP in order to understand students’ needs and plan appropriately. While students may use BICs in the cafeteria, school bus, sport games, playground, and on the phone, they will need to use CALP in all language skills (SLRW) in order to become successful academically. They will also need skills such as comparing, classifying, synthesizing, evaluating, and inferring. ~KVorasatmatee.
16. pre-literate – Used with regard to individuals, groups, societies and cultures. A pre-literate person or group of people is one which is not yet able to read and write. For example, a pre-literate person may be either too young to have acquired literacy, or may not yet have had the opportunity to learn to read and write due to some adverse condition or event. The term may imply that the person has the capability of acquiring this ability at a later time, though I have seen examples where pre-literate was used interchangeably with illiterate, which can also include those who have no reasonable likelihood of acquiring literacy, due to learning disability, age or other factors. A pre-literate culture or society is one whose language has not yet been committed to written form. ~ S. Ferrel
17. stages of cultural adjustment - Cultural adjustment is an on-going process when living in a new and different country. There are 4 stages of cultural adjustment:
1. Honeymoon stage: people usually feel excited and fascinated with the new culture.
2. Culture shock: It can be experienced in different ways. You may become depressed, homesick, angry, or may have physical symptoms such as: headaches, stomachaches or dizziness. You reject the new environment.
3. Acceptance: As a visitor, you begin to feel more “at home” . You feel more comfortable and relaxed. Language skills have improved and you start to accept the customs of the new culture.
4. Integration: The visitor is very comfortable with the new culture. You have friends from the new country, feel as home. – P. Jimenez
18. schema - a cognitive framework or concept that helps organize and interpret information. For example, if you are teaching students about whales, the preexisting information they already have is considered their schema. -S. Dempsey
19. predictions, previewing, pre-reading - Predictions: you say what you think will happen.
Previewing: an opportunity to see something such as a film, exhibition,ect.
Pre-reading: relating to the period before reading a text, books.
before starting the lesson,if the teacher does predictions, previewing, and pre-reading, the student would understant the main topic of lesson much easier. - T.Lee
20. wait time - The period of time the teacher waits after asking a question before selecting a student to answer it. Some teachers say increasing wait time gives students a better chance to process information they have heard, helping them formulate more coherent answers. -k. kato
21. assessment - This refers to a systematic approach for gathering information on student learning or performance from various sources of evidence over time. The information about students’ learning may be collected through portfolios, self-assessment, peer-assessment, formal and informal assessments. An exam is an example for a formal assessment. In addition, an assessment is also used to determine students' placements or entry level as well as whether or not they are ready to go mainstream (exit) ~KVorasatmatee
22. recycle - To reuse an idea, vocab, activity, etc. repeatedly throughout the course of your curriculum.
23. comprehension checks - Allowing students to respond and show they understand the focus or vocab. This is done by checking durring each lesson with non yes/no questions.
24. multiple draft writing vs. free writing -
Multi draft writing is papers written in stages. Students make rough drafts, then ask a peer to correct it. Students can then make the changes they feel are necessary. It is good to repeat the process until you are satisfied with the final product and can then submit it to be graded. For example, I had originally written “pairs” instead of “peers”. I had someone correct my paper and they caught my mistake. Then I made the necessary correction and now I can submit my definition.
Free writing is where the students are given a certain amount of time to write a continuos stream of thoughts. Students should not take their pencil off the paper. They should just keep writing no matter what comes to mind. The point is to just keep writing! This style of writing is used to generate ideas before writing a paper. For example, when I’m having trouble writing for my journals I will use this technique to organize my thoughts and create ideas when I feel stuck. M.Graham
25. edit vs. revise-
if somebody is expected to revise his/her own document, all one does is edit it, that means to make specific surface changes to correct obvious mistakes. Editing can be difficult and valuable work, but typically it involves rearranging what is already on the page. By contrast, revision calls for substantive changes -- that is, changing something what is said, rather than rearrange it. Examples of editing: deleting needless words, correcting spelling or awkward phrasing, changing, standardizing punctuation, moving sentences or paragraphs, adding or improving a transition, converting a paragraph to a bulleted list. Examples of revision: changing a whole paragraph from passive to active, reorganizing to provide a single, clear, over-arching structure to your paper, refining a thesis statement and supplying new evidence to support it, introducing opposing evidence, deleting paragraphs that do nothing to advance arguments, and replacing them with additional paragraphs - supported with evidence) to fill the space, in a technical paper, offering a troubleshooting guide, or writing a new "experts" and/or "beginners" section to address the needs of that specific group. J. Cichoń-Dec
Welcome to the Glossary
Here is a list of some important terms from the text Teaching English Worldwide by Paul Lindsay. As you read the book, write down a short definition or notes to help you remember the meaning of all of the terms. Give examples if possible. This will be due on Wednesday, July 28th.
In addition, you have been given some terms that you are responsible for teaching to the others in your class using this wiki. Add your definitions and examples to the list below by clicking on 'Edit' (top right). Remember to add your first initial and last name to the end of the definition. You can also add pictures!
Important terms, names, and concepts in teaching a second language
1. macro skills -The four basic skills are divided into receptive and productive skills. The receptive skills are listening and reading; the productive skills are speaking and writing.-Y.Chuang
2. receptive/productive skills - Receptive skills- listening and reading; also described as passive. Productive skills- speaking and writing; also described as active. -S. Dempsey
3. integrated skills -
There are four language skills: reading, writing, speaking and listening. “Integrated skills” means these four skills are combined by one another interdependently. In class where the communicative language learning is going on, the task should be based on four skills even though it doesn’t have to be hands on. As, one day, Bridget and Jennie showed us the examples about teaching grammar communicatively, listening skill was required to understand the given situation, each reading and writing was gone through dialogue of the context and making a sentence even though it was a grammar lesson inductively. - P. Song -
4. syllabus -It is a list of everything will be included in the course. -J.Chumana.
5. learner training -
when teachers play an active role in developing good learners, it involves raising a students’ awareness of his or her own learning strategies and questioning whether they are effective. Good learners shouldn’t depend on the lessons as their sole source of exposure to the language. For example: some good skills to instill into any language learner are: good study skills, self-access centers, awareness of teaching ways, and reflection. ~ D. Troup
6. classroom management - the steps needed or techniques used to proactively organize the classroom in terms of behavior, control, engaged students, and focus. Ex: Suzy strategized a three step plan to manage her classroom: 1. set the stage, show that the teacher gives the rules; 2. after setting the stage, lay low so students will integrate with other students and the teacher, as well as interact, 3. while laying low still be the enforcer of rewards or disciplinary actions -- star charts, candy, etc. as incentives for students. This according to Suzy, was classroom management. - L. Hartley
7. warm up - An icebreaker or a language-rich and student-centered activity that begins before the start of a lesson. Its purpose is to quickly ease the students’ attention into L2 in a fun and relaxed classroom environment. Warm-ups should be age and level appropriate. Most warm-ups are game such as find someone who…, back-to-back, and TPR command game. For example, back-to-back: the students are divided into two groups. The opposite teams will stand back-to-back. Each pair must ask yes/no question (do you wear glasses?) in order to guess who the other person is. ~KVorasatmatee.
8. realia – Realia are three-dimensional objects (or facsimiles thereof) which are used in the foreign language classroom as visual and tactile learning aids. An obvious benefit to blind and partially sighted learners, realia offer the learner more physical engagement, and more and different information than either photographs or written descriptions can. They can be manipulated and identified during learning exercises. They strengthen understanding of vocabulary, and reinforce and augment students’ connection with the culture of the people whose language they are learning. We have used realia of numerous kinds in class to good effect. Fruit is easy to obtain, and offers information through fragrance and texture as well as appearance, weight and size. The composition of some objects is unclear until they are examined more carefully and found to be of glass, ceramic, metal or leather. Objects such as musical instruments add an engaging sound dimension. With some learners, the realization that they are holding an actual object from an exotic culture of interest lends intrigue and motivation to their language studies, in ways that no photograph can equal. ~ S. Ferrel
9. context - the situation in which a language item occurs. There are three different types of context: 1. The context of a situation which can be real or simulated 2. the context of different types or examples of texts which can be real or imaginative, such as narratives, dialogue (made-up or authentic), texts on audio tape, texts on video, or texts in books 3. the context taken from newspapers, magazines, or other authentic materials ~ D. Troup
10. authentic language -It is the use of a language that was not prepared for TEACHING it. Authentic language can be found in newspapers, magazines, etc. Its target is native speakers of that language. RECartagena.
11. concept checking - a form of checking or analyzing student comprehension. Questions are asked to check the students' understanding. Questions should not be yes/no, but rather detail oriented. Ex: One time in class we talked about birds. The next time class meets, or during a review part of the lesson, the teacher should ask questions like: how long are the crane's legs? (very long!) What color is a flamingo? (pink). Rather than - the crane's legs are long right? or Is the flamingo the pink one? - L. Hartley
12. collocation - This defines a sequence of words or terms that co-occure more often than would be expectd by chance. In an expanded definition, if the expression is heard often it will transmit itself memetically and the words become "glued" together in our mind. :"Crystal clear", "middle management","learning coach" and "visual aid" are examples of collocated pairs of words. ~ CBeattie
13. lexical sets - a group of related words with the same topic, funtion, or form. 'Cat, dog, tortoise, goldfish, gerbil' is part of the topical lexical set pets, and 'quickly, happily, completely, dramatically, angrily' is part of the syntactic lexical set adverbs. B. Klingaman
14. affixation - Forming words by adding prefixes and/or suffixes do the base word form. Example: honest/ dishonest, patient/ impatient, hope/hopeful. D. Castillo
15. compounds – Compounds are words which are formed by joining together two or more independent words. The separate elements of a compound can be joined in English by simple concatenation (as in the compound Leatherneck), or by the use of a hyphen (hard-hearted). Compound words taken from and used in other languages are also common in English, especially in the area of scientific terminology (conchology). Compounds provide a rich source of new vocabulary in English (locavore, nutburger). ~ S. Ferrel
16. structure - "a sequence of words that makes a grammatical unit"; this could be a sentence, a phrase, a proposition. S. Alami
17. metalanguage: a language or vocabulary used to describe or analyze language. Words and phrases such as verb, noun, present perfect, phrasal verb, reported speech are all examples of common classroom metalanguage. E. Piwowarczyk
18. function -
Compared to “form” which focuses on “grammatical” language, “function” is about “why we use language”. The answer can be “because language is a tool/way/method for communicating/ interacting with human beings. Function is more about the purpose of using language than about how language is made and structured. In a perspective of ‘function’, the meaning of language (text) is modified by different varieties of situation. In other words, it is contextualized for translation. Even if there are the same words, they would be translated into many meanings depending on situations. For example, when somebody says “Who knows?” it can have two meanings depending on situations as follows: a) when somebody really wants to know “Who” or b) when somebody meant “Nobody knows.” - P. Song -
19. auxiliary - also called helping verb, helper verb, auxiliary verb, or verbal auxiliary is a verb functioning to give further semantic or syntactic information about the main or full verb following it. In English, the extra meaning an auxiliary verb provides, alters the basic form of the main verb to make it have one or more of the following functions: passive, progressive, perfect or modal. There are two different kinds of auxiliary verbs in English: Primary auxiliaries: am/is/are/was/were, have/ has/had, do/ does/did; Modal auxiliaries: can/could, may/might, will/ would, shall/should, must/ought to/used to. Examples: "A wise man will make more opportunities than he finds."(Sir Francis Bacon);"We are all worms, but I do believe I am a glowworm."(Winston Churchill); "I did not invent Irish dancing."(Bart Simpson, The Simpsons) J. Cichoń-Dec
20. modals -Special verbs that is often used to indicate notions of possibility or necessity such as must, should, could or would,etc. For example,I must turn in my journals now (High necessity) or I could turn in my journal now (Low necessity)S.Bavornvanijyakul
21. IPA - /ˌɪntəˈrnæʃnəl fəˈnetɪk æˈlfəbet/ A special alphabet used to clearly show how native English speakers pronoun the forty-four unique sounds of the language.
For example, /aɪ ɪz edʒumʌkeɪtɪd/
22. minimal pairs - are pairs of words that have ONE phonological element that is different. Ex: soot/suit lit/light S. Montilla
23. phoneme - is the smallest contrastive unit in the sound system of a language Ex: /k/ kit or skill S. Montilla
24. dipthongs - two adjacent vowel sounds that occur within the same syllable and glide into one combined sound. Examples: boy, cow, house, voice, etc.) B. Klingaman
25. schwa -the short vowel sounds. It is the most frequently used vowel in English. It is the vowel sound in the and a and the first sound in about.It is phionemic symbol is /ə/. It occurs in unstress words and syllables, such as in prepositions like to or of. Forexample, she went to school./tə/ -Y.Chuang
26. stress - The emphasis put on a word or syllable, either intentionally or based on correct pronunciation. Stress is usually given to important words or syllables, so the main idea is heard. Sometimes stress follows rules dividing nouns (stress on first syllable) and verbs (stress on second/last syllable). Ex: insult (noun) vs. insult (verb); record (noun) vs. record (verb); rebel (noun) vs. rebel (verb).
Stress can also be used in error correction, placing emphasis on an incorrect word or syllable, as well as placing emphasis on the corrected word or syllable. Ex: Teacher: "When did you go home?" Student: "Because my mom called me." Teacher: "When did you go home?" Or... Teacher: "What is that?" Student: "A piture." Teacher: "Piture? Picture." .....M. McCann
27. stress-timed language vs. syllable-timed language -Stress-timed languages are those in which syllables may last different times, but they are perceived as constant. In here you have a vowel reduction process as in English or German. On the other hand, syllable-timed languages are the ones in which every syllable is perceived as taking same amount of time. These languages tend to give syllables equal stress. They do not have reduced vowel sounds. Spanish, Italian are examples of these languages. RECartagena.
28. pitch -
high and low tones similar to the variations in music T.Lee
29. intonation - The moments in which we change pitch. Loliver
30. fluency vs. Accurancy
Accuracy is the ability to produce correct sentences using correct grammar and vocabulary. Accuracy is relative. A child in early primary isn't capable of the same level of accuracy as an adult. Teachers who concentrate on accuracy help their students to produce grammatically correct written and spoken English. Typical accuracy activities are: grammar presentations, gap-fill exercises, frame dialogues.
Fluency is the ability to read, speak or write easily, smoothly and expressively. In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context. Fluency generally increases as learner's progress from beginning to advanced readers and writers. Language teachers who concentrate on fluency help their students to express themselves in fluent English. They pay more attention to meaning and context and are less concerned with grammatical errors. Typical fluency activites are: roles plays, speeaches, communicative activities, games.- J.Chumana
31. elicit -
-
If you elicit a response or a reaction, you do or say something which makes other people respond or react. - T.Lee
32. register - The functional language or the variety of language use for a particular purpose or in a particular social settings.Ex. Formal conversations: "I would like some drink, please" /Informal conversation: "I want some water now!"
Formal writings: The language camp is a great learning experience for the SIPs /Informal writing : The language camp is so coolll and the SIPs are so fine!!!! S.Bavornvanijyakul
33. scanning -This is a reading technique you often use when looking up key words or ideas from a text. EX. when you have only 15 mins to read a long chapter before you meet with your classmates for a discussion you will scann the bullet points of text to get some ideas about the text.~ CBeattie
34. skimming - reading a text quickly to get a general idea of what the text is about (the reader does not, and should not, read every line and every word). Example: If you don't have time to read the whole chapter assigned to us out of Teaching English Worldwide you would skim the chapter to get a general idea what the text is about. ~ D. Troup
35. intensive reading -
involves learners reading in detail with specific learning aims and tasks. The text may be of particular interest for us because it contains needed information. There are many reasons for intensive reading of the text: to examine the use of specific grammatical features, like verb forms or tenses, to infer meaning of new vocabulary and gain understanding of new words in context, to learn about discourse markers, how various phrases are used to introduce other phrases. J. Cichoń-Dec
36. cloze - It is a reading comprehension exercise or test with certain words removed. The student is asked to supply words that have been deleted from a text. - P. Jimenez
37. extensive reading - reading fluently to get the gist or general understanding in a foreign language, with a focus on A LOT of reading at a comfortable level. ABrekke
38. graded readers -graded readers are the texts that have been simplified for English labguage learners. They have been on the market for more than 40 years, so there's a wide range to choose from. A good library or resourcecenter ahould give student saccess to graded readers. -Y.Chuang
39. cognate - A word that is similar in form and meaning to a word in another language. Example: telephone in Spanish is telefono D. Castillo
40. self-access learning - centers where students are able to obtain more information after their regular classroom presentation. There are several resources for independent language practice. These facilities usually include: Computers for language practice, cassette recorders (for individual listening), language laboratory, video players, and a reference sections.The information is designed to be accessed without classroom teacher.
-S. Dempsey
41. PPP - Presentation, Practice, and Production is a conventional approach to planning lessons. In the presentation stage the teacher conducts some controlled practice and eliciting of the information that needs to be taught with mostly teacher-student interactions. In the practice phase, there is mostly controlled activity in groups, pairs, or the whole class. Finally, in the production stage is when there is mostly student to student communication. The activity requires less control. Then there is a problem-solving task. -S.Dempsey
42. TTT - a restricted use approach (Test-Teach- Test) Students do a communicative activity the teacher checks and corrects what is necessary then the students do a second and better communicative activity . D. Castillo
43. acquisition vs. learning - Aquisition is unconsioulsly learning a language. Your native language is usually acquired because it is naturally learned with little or no effort. Learning is the conscious application and monitoring of a language. Learning a second language is usually learned because it takes instruction, practice, and more effort to pick up. B. Klingaman
44. interference -
occurs when students transfer the rules of their first language to express something in their second language. Insufficient knowledge of the second language’s grammar is only one of the possible reasons of interference. If a student does not know the second language’s rules, he is likely to fall back on the rules of his first language. To give an example of interference error, in Polish we use the verb “to have” while talking about someone’s age, in English it is the verb “to be”. That is why, Polish students who learn English are likely to produce a sentence * I have ten years. E. Piwowarczyk
45. L1 vs. L2 -
L1 is the natural language you acquire as a child. This is your first language. The process is a natural one that happens during and after the silent period of life. For example, my first language is English. It was the fluent language I learned to speak at home with my family.
L2 is the second language learning process. Where the language is learned in a classroom setting or independently. It can be difficult to acquire a second language. For example, I chose to learn Spanish. It was more difficult for me to learn Spanish than English because it was not a natural language for me. I am continually learning Spanish, I have not acquired Spanish. M.Graham
46. overgeneralization - erros that L2 learners would commit when they make a wrong application of the L2 rules ex) He goed to the school.(instead of went) A.Lee
47. Direct Method - A teaching method using the target language as a means of instruction and expected response. The L1 is avoided in this method, because it is assumed here that if one wants to learn Spanish, one must listen to and speak Spanish. The emphasis is on communication over reading and writing skills. The classroom atmosphere tends to be very visual/audio/oral. Ex: Being immersed in a language where nobody speaks your L1, forces you to listen to and speak the target language. Therefore, a classroom where this method is used might be similar to an immersion experience. .....M. McCann
48. inductive approach vs. deductive approach - Learning or teaching through examples, experiences, practices and observation V.S. Learning or teaching through rules and explicit forms of the language. S.Bavornvanijyakul
49. functional approach - also called Communicative Language Teaching, is based on the interaction and communication as the ultimate goal of language acquisition. Students must apply their own knowledge of sociolinguistics to help them communicate. It is Student centered, with the teacher as a facilitator. ABrekke
50. communicative approach -
this approach aims primarily to enable the learner to become competent in the processes of communication. Also, this approach stresses the importance of using language appropriately on social context. T.Lee
51. affective (filter) - according to Krashen, anything that affects a student emotionally that may impede language acquisition (stress, embarrassment etc.) ABrekke
52. Krashen - (Theory of Second Language acquisition). There are five hypotheses which constitute the “monitor model”.
1. Acquisition/learning hypothesis: there are two ways for adults to get knowledge of a second language: Acquisition, similar to the way children get their first language , with no conscious attention to the language forms. Learning, learners of L2 know the rules but fail to apply when they want to communicate. Learning cannot turn into acquisition.
2. The monitor hypothesis: the learned system acts only as an editor or monitor. Learners use the monitor when they are focused on being correct than on what they want to say. Krashen’s claim that language which is produced quickly and spontaneously must have been acquired rather than learned.
3. The natural order hypothesis: Similar to first language learners, second language learners acquire the features of L2 in predictable sequences. The rules that are easiest to state are not necessarily the first to be acquired. For example, the rule for adding “s” to third person singular in present simple, even advanced second language speakers fail to apply this rule in a conversation.
4. The input hypothesis: The acquisition of language is only one way-by exposure to comprehensible input. If the input contains forms and structures just beyond the learner’s current level of competence in the language ( I + 1), then both comprehension and acquisition will occur. Input is the source of acquisition.
5. The affective filter hypothesis: The affective filter is an imaginary barrier that prevents learners from acquiring language from the available input. Affect refers to motives, needs, attitudes and emotional states. When a learner is anxious, tense, self-conscious or bored, the filter will be up, blocking input. On the contrary, the filter will be down when the learner is relaxed and motivated.- P. Jimenez N.
53. TPR - Total Physical Response; Language teaching method developed by James Asher. This method requires that students respond appropriately to the teacher's command in their L2 without speaking at first (silent period); in other words, this is the method that focuses entirely on involves kinetics reactions. Remember Phil Arendt's Amheric lesson? S. Alami
54. learner-centered approach - It is developed with the learner’s needs, interests, and objectives. The teachers focus on learner strengths as foundational to building new skills and knowledge, scaffolds learning(knowledge, comprehension, application), anticipates possible barriers to learning and application of learning, seeks proactively and then implement solutions/resources that will minimize or eliminate barriers in the various learning contexts or teaching/learning exchanges. J Chumana.
55. teacher-centered approach - a type of teaching/classroom environment where the teacher is the focus of the class. Ex: focus is on what the teacher knows about language, the instructor talks, students are expected to just listen, students work independently, teacher monitors and corrects at a high level, teacher is the main answerer of questions - rather than discusser, etc. In teacher-centered classrooms, the topic is usually chosen by the teacher and the classroom is often quiet. This is the antonym of a learner-centered environment, where students are often the focus point, with some focus to the teacher; group work is expected; instructor serves as a modeler and students interact, talk, keep busy and have an influence on answers to questions and topic choices. - L. Hartley
1. competition -
Competition is a way of stimulating students’ desire to learn by forcing them to make the best result. It is more about what individuals can make as the best at the end (result > process) than how they make the result (process > result). To work well with competition, it is important to have prizes which are attractive enough to have students be ambitious about learning and racing (competing) in the class. Using competition is helpful in managing the classroom. For instance, in my class with 7/8-year-old kids, we gave each table points depending on how well they were listening to teachers and classmates and we prized candies for the winning team. That was a very effective way to draw students’ attention and make the classroom atmosphere adequate for learning.
- P. Song -
2. cooperation -This is the process of working or acting together, which can be accomplished by both intentional and non-intentional agents. In its simpliest form it involves things working in harmony, side by side,while in its more complicated forms,it can involve something as complex as inner workings of a human beings or even the social patterns of a nation, EX: In language camp, we are cooperating with our language coach in delivering the lesson plan she has for the class. ~ cbeattie
3. collaboration -
Collaboration is where groups of people work together to solve a problem that otherwise the individual would be incapable of doing. Working together to bring different and unique options to problem solving. For example, The Declaration of Independence, was an collaboration of the founding fathers. Putting a man on the moon was a collaboration of scientist’s. In a sentence: I collaborated with my partners on our english presentation. M.Graham
4. grammar-translation method - a deductive method that puts heavy emphasis on reading and writing skills, and focuses on grammatical rules and memorization of vocabulary. It is impartant for students to learn reading and translating.
5. audiolingualism - Audiolingualism- also called the Audio-Lingual Method, or the Army Method, is based on Behaviorist theories of language acquisition. ALM has a strong focus on immediate feedback and grammar drilling through short conversations. It is heavily Teacher centered. ABrekke
6. negotiation of meaning - It is a speakers process to reach a clear understanding of each other. RECartagena.
7. foreigner talk - a simplified version of speech used by a native speaker to non-native speakers who have limited knowledge of the language
8. silent period - For the learner, this is the first stage of acquisition in TPR: students are to follow instructions without repeating or responding to them. S. Alami
9. interlanguage - This is the language non-native speakers use before they reach fluency in their L2. S. Alami
10. i + 1 - This is part of Stephen Krashen's input hypothesis which states that for a student to comprehend and acquire information, the input must be just above the student's competency. If comprehension and acquisition do not occur, then Krashen points to the affective filter as the barrier to learning. Ex: As an adult, reading children's books (i-10) can be entertaining, but not very intellectually stimulating. Reading books at our level for pleasure (i-1), may be enjoyable, but we usually aren't challenging ourselves very much. However, reading a book slightly above our level (i+1), can be intellectually stimulating and it will most likely contain new information and vocabulary, causing us to learn new things. If we choose a book about quantum physics (i+10) and we know nothing about this subject, the book will most likely be far beyond our competency level and we will forfeit reading early on. So, in order for learning to occur, and to keep a student engaged, there must be some challenge to the material, but not so difficult that the student will give up. (sorry this is so long!)..... ..............M. McCann
11. scaffold -This is the type of assistance offered by teachers or peers to support learning. In the process teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the students capability. Once students master the task teacher begins the process of "fading" or the gradual removal of the scaffolding which allows the student to work independently. ~CBeattie
12. cooperative learning - a learning style where efforts are made in small teams, usually with studnets who differ in ability or characteristics. In cooperative learning, students gain from eah other's efforts, know that each group member should hold a responsibility, and accomplish or recognize efforts and work together. Ex: cooperative learning styles result in mutual benefits, and participants may believe in the saying "we all sink or swim..." perhaps no one floats here. - L. Hartley
13. jigsaw activities--
Jigsaw activities emphasize cooperative learning and also integrate the four macro skills into one lesson. The first step of this technique entails dividing the classroom into four or five groups, each of which should consist of five to six students. Next, the teacher will separate the day’s lesson plan into five or six sections (one for each member of the group). Groups then assign each member a different section of the lesson to learn. Students of each section will gather in mini expert groups and discuss the main ideas of their section. After they have been given adequate time to do this, have students reassemble into their original groups. Each student will share his or her findings to the main group.
Bridget’s lesson about Susan B. Anthony and Elizabeth Cady Stanton was a good example of this on a small scale, and is a good foundation to build a bigger jigsaw activity off of. In fact, all that is needed are a couple more texts. If we added readings for Rosa Parks and Harriet Tubman and followed Bridget’s lesson plan we would have ourselves a complete jigsaw activity. Yay!
-k. kato
14. CALL -
Computer Assisted Language Learning- is a form of computer based learning, which is not regarded as a method but rather as a tool that helps teachers become more effective and successful. Computer based resources such as Internet, CD-ROMs are used to present, reinforce and asses material to be learned. The philosophy of CALL puts strong emphasis on student centered lessons. E. Piwowarczyk
15. BICs vs. CALP - BICs (Basic Interpersonal Communication Skills): The conversational or day-to-day language for social interaction. They occur in meaningful social context and are not demanding cognitively. BICs can be achieved within the first 6 months or 2 years. CALP (Cognitive Academic Language Proficiency): Formal academic language needed to continue and achieve higher education (beyond high school). CALP has fewer contextual clues for meaning and is demanding conceptually. CALP takes longer to learn (5-7 years) than BICs.
ESL or EFL teachers must be aware of the differences in BICs and CALP in order to understand students’ needs and plan appropriately. While students may use BICs in the cafeteria, school bus, sport games, playground, and on the phone, they will need to use CALP in all language skills (SLRW) in order to become successful academically. They will also need skills such as comparing, classifying, synthesizing, evaluating, and inferring. ~KVorasatmatee.
16. pre-literate – Used with regard to individuals, groups, societies and cultures. A pre-literate person or group of people is one which is not yet able to read and write. For example, a pre-literate person may be either too young to have acquired literacy, or may not yet have had the opportunity to learn to read and write due to some adverse condition or event. The term may imply that the person has the capability of acquiring this ability at a later time, though I have seen examples where pre-literate was used interchangeably with illiterate, which can also include those who have no reasonable likelihood of acquiring literacy, due to learning disability, age or other factors. A pre-literate culture or society is one whose language has not yet been committed to written form. ~ S. Ferrel
17. stages of cultural adjustment - Cultural adjustment is an on-going process when living in a new and different country. There are 4 stages of cultural adjustment:
1. Honeymoon stage: people usually feel excited and fascinated with the new culture.
2. Culture shock: It can be experienced in different ways. You may become depressed, homesick, angry, or may have physical symptoms such as: headaches, stomachaches or dizziness. You reject the new environment.
3. Acceptance: As a visitor, you begin to feel more “at home” . You feel more comfortable and relaxed. Language skills have improved and you start to accept the customs of the new culture.
4. Integration: The visitor is very comfortable with the new culture. You have friends from the new country, feel as home. – P. Jimenez
18. schema - a cognitive framework or concept that helps organize and interpret information. For example, if you are teaching students about whales, the preexisting information they already have is considered their schema. -S. Dempsey
19. predictions, previewing, pre-reading -
Predictions: you say what you think will happen.
Previewing: an opportunity to see something such as a film, exhibition,ect.
Pre-reading: relating to the period before reading a text, books.
before starting the lesson,if the teacher does predictions, previewing, and pre-reading, the student would understant the main topic of lesson much easier. - T.Lee
20. wait time - The period of time the teacher waits after asking a question before selecting a student to answer it. Some teachers say increasing wait time gives students a better chance to process information they have heard, helping them formulate more coherent answers. -k. kato
21. assessment - This refers to a systematic approach for gathering information on student learning or performance from various sources of evidence over time. The information about students’ learning may be collected through portfolios, self-assessment, peer-assessment, formal and informal assessments. An exam is an example for a formal assessment. In addition, an assessment is also used to determine students' placements or entry level as well as whether or not they are ready to go mainstream (exit) ~KVorasatmatee
22. recycle - To reuse an idea, vocab, activity, etc. repeatedly throughout the course of your curriculum.
23. comprehension checks - Allowing students to respond and show they understand the focus or vocab. This is done by checking durring each lesson with non yes/no questions.
24. multiple draft writing vs. free writing -
Multi draft writing is papers written in stages. Students make rough drafts, then ask a peer to correct it. Students can then make the changes they feel are necessary. It is good to repeat the process until you are satisfied with the final product and can then submit it to be graded. For example, I had originally written “pairs” instead of “peers”. I had someone correct my paper and they caught my mistake. Then I made the necessary correction and now I can submit my definition.
Free writing is where the students are given a certain amount of time to write a continuos stream of thoughts. Students should not take their pencil off the paper. They should just keep writing no matter what comes to mind. The point is to just keep writing! This style of writing is used to generate ideas before writing a paper. For example, when I’m having trouble writing for my journals I will use this technique to organize my thoughts and create ideas when I feel stuck. M.Graham
25. edit vs. revise-
if somebody is expected to revise his/her own document, all one does is edit it, that means to make specific surface changes to correct obvious mistakes. Editing can be difficult and valuable work, but typically it involves rearranging what is already on the page. By contrast, revision calls for substantive changes -- that is, changing something what is said, rather than rearrange it. Examples of editing: deleting needless words, correcting spelling or awkward phrasing, changing, standardizing punctuation, moving sentences or paragraphs, adding or improving a transition, converting a paragraph to a bulleted list. Examples of revision: changing a whole paragraph from passive to active, reorganizing to provide a single, clear, over-arching structure to your paper, refining a thesis statement and supplying new evidence to support it, introducing opposing evidence, deleting paragraphs that do nothing to advance arguments, and replacing them with additional paragraphs - supported with evidence) to fill the space, in a technical paper, offering a troubleshooting guide, or writing a new "experts" and/or "beginners" section to address the needs of that specific group. J. Cichoń-Dec
26. content vs. mechanics -