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Phase 1. Terminology of Language Teaching

I apologize, I do not have access to any virtual questionnaires or forums. Could you please provide a high-level summary of the key details from the document in 3 sentences or less?

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Romario García Urbina
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639 views

Phase 1. Terminology of Language Teaching

I apologize, I do not have access to any virtual questionnaires or forums. Could you please provide a high-level summary of the key details from the document in 3 sentences or less?

Uploaded by

Romario García Urbina
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Phase 1.

Terminology of Language Teaching

Tutor: Andrés Felipe Chavarro

Student: Romario García Urbina

Code: 1051744389

Group: 518022_44

Universidad Nacional Abierta y a Distancia UNAD

School of Education Sciences

Degree Program in Foreign Languages with an emphasis in English

Course: Didactics of English (518022A_764)

Cartagena de Indias - September 2020


Step 1: Search about the concept of Didactics of English and give your own definition in a
written paragraph, then share it on the forum.

From my point of view and according to the Didactic of English concept I could say that this
theme is a wide field of study that is focused on discover how people acquire a foreign language.
Something interesting about this theme is that there is not a definitive concept or method to
explain how it happens in our brains, there are only concepts and no more, concepts that changes
everytime. There are said to be a lot of factors which affect the language acquisition, for example
someone who was raised by bilingual parents it is said that it is easier for them to grap both
languages as they are hearing and listening all the time to their parents, as a result it turns out in
children who can speak more than one language. But there is another case, about someone who
was raised by monolingual parents and acquieres a second language easier, and others who never
learn to even say (hello, hola, ohaio). This is  a paradigma, as Chomsky said: " Seems to be that
some people are born with the ability to acquire a second language, some kind of device which
allow it to happen, and there are another ones who lack of this device". In a nutshell, I understand
that I have to learn and comprehend the concepts about Didactics but only in the practice field I
am going to figure it out how this learning process is developed into everyone.

Step 2: Check out in Learning Environment the book The Cambridge Guide to Teaching
English to Speakers of Other Languages (p. 1-6), the reference EFL ESL Teaching
Terminology and the Glossary for the course and explain what the following acronyms
stand for. Additionally illustrate their meanings by giving examples of each one of them.

• L1 and L2.

L1 = “Language 1” = native language (primary or acquired) of the student.


L2 = "Language 2" = the language that is being learned or studied.

• EFL and ESL.

EFL is an abbreviation for "English as a Foreign Language". This is mainly used to talk about
students (whose first language is not English) learning English while living in their own country.
(For example, a Chinese person learning English in China.)
ESL is an abbreviation for "English as a Second Language". This is mainly used to talk about
foreign students learning English while living in an English-speaking country. (For example, a
Chinese person learning English in Canada.)

• ESP, EST and EAP.


ESP is the teaching of English to students whose first language is not English but who need it for
a particular job, activity, or purpose. ESP is an abbreviation for 'English for specific purposes' or
'English for special purposes'.
English for Science and Technology (EST) generally refers to English used in scientific
publications, papers, textbooks, technical reports and academic lectures, etc.
EAP English for Academic Purposes - refers to the language and associated practices that people
need in order to undertake study or work in English medium higher education. The objective of
an EAP course, then, is to help these people learn some of the linguistic and cultural – mainly
institutional and disciplinary - practices involved in studying or working through the medium of
English.

• CBI and CLIL.

CBI Content-Based Instruction is an approach to language teaching that focuses not on the
language itself, but rather on what is being taught through the language; that is, the language
becomes the medium through which something new is learned. 
Content and Language Integrated Learning (CLIL) is an approach where students learn a subject
and a second language at the same time. A science course, for example, can be taught to students
in English and they will not only learn about science, but they will also gain relevant vocabulary
and language skills.
• STT and TTT.

STT means Student Talking Time. It is the time learners spend talking rather than the teacher. It
can be a useful category for observation of teaching, or for self-reflection about teaching.
Teacher talking time (TTT) is the time that teachers spend talking in class, rather than learners.

• FES and LES.

FES = Fluent English Speaker, when a person is fluent, they can speak a language easily, well,
and quickly.
LES = Limited English Speaker, is a term used in the United States that refers to a person who is
not fluent in the English language, often because it is not their native language.

• CLL and CLT.

CLL = Community Language Learning, is a language-teaching approach in which students work


together to develop what aspects of a language they would like to learn. It is based on
the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the
learner is seen as a client and collaborator.
CLT = Communicative Language Teaching, is an approach to language teaching that gained
traction in the 1980s. CLT emphasises the importance of all four language skills and aims to
achieve "communicative competence" (rather than linguistic competence) through considerable
learner interaction and communication of "real" meaning. It is an approach that tends to promote
fluency over accuracy, the functional over the structural, and authentic materials over fabricated
materials. 

Step 3: As the initial stage of the practical work of this course, you are asked to fill out the virtual
questionnaire Formato 1: Cuestionario Pre-Práctica the link will be given to you in the forum. In
this format you are going to choose a school to start the observation work. At the end, send the
following evidence: screenshot of the answered questionnaire, the name of the institution you
chose, the name of the principal, the city or municipality where it is located.

Screenshot with the monitor of the Caribbean Zone UNAD.

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