English Language Teaching Glossary

English pedagogy is the study of how to teach English as a second or foreign language. It involves understanding the principles of second language acquisition and the best practices for teaching English to speakers of other languages. 

Teaching Methods & Approaches:

There are many approaches to teaching English, and the most effective approach will depend on the needs and goals of the learners, as well as the resources and constraints of the teaching context. Some common approaches to teaching English include:

1. Grammar-Translation Method: This method focuses on teaching students to translate texts from English to their first language and vice versa. It is often used in formal educational settings, such as universities, and is based on the idea that students need to understand the rules of the language before they can use it effectively.
2. The Audio-Lingual Method: is a language teaching method developed in the 1950s and 1960s. It is based on the idea that language learning is a process of habit formation, and that students can learn a new language by repeating and imitating the sounds, words, and structures of the target language.
3. Total Physical Response Method (TPR): is a language teaching method developed by James Asher. It is based on the idea that the best way to learn a new language is to listen to the language and respond to it physically.
4. The Suggestopedia Method: is a method of teaching and learning that was developed in the 1970s by Georgi Lozanov. It is based on the idea that the brain is capable of absorbing and processing large amounts of information quickly and effectively when the learner is in a relaxed, receptive state.
5. The Silent Way Method: is a language teaching method developed by Caleb Gattegno in the 1960s. It is based on the idea that the most effective way for students to learn a language is through discovery and exploration, rather than being directly taught grammar rules and vocabulary.
6. The Direct Method: This method emphasizes oral communication and teaches students to use the target language as much as possible in class. It is based on the idea that students learn a second language best by using it in real-life situations, rather than by studying grammar rules.
7. Communicative Approach: This approach emphasizes the use of authentic materials and real-life communication tasks to help students develop their language skills. It is based on the idea that language is a means of communication and that students learn best when they are actively engaged in meaningful communication.
8. Task-Based Learning: This approach focuses on the ability to perform real-life tasks using the target language. It involves using the language to complete a specific task, such as ordering food at a restaurant, making a phone call, or giving directions.
9. Task-Based Language Teaching (TBLT): This approach focuses on having students complete tasks using the target language, rather than on grammar rules or vocabulary lists. It is based on the idea that students learn best when they are motivated and engaged in activities that have a clear purpose and relevance to their lives.
10. Content-Based Instruction (CBI): This approach combines language instruction with content-based instruction in subject areas such as science, social studies, or math. It is based on the idea that students are more motivated to learn a second language when they are learning about topics that interest them.
11. Inductive Approach: This approach involves presenting students with examples of language use and asking them to identify and abstract the underlying rules and patterns. This is in contrast to the deductive approach, where the teacher explicitly explains the rules and then gives examples for the students to practice.
12. Deductive Approach: this approach involves starting with the general rules of the language and then applying those rules to specific examples. This approach is based on the idea that students will be able to understand the rules of the language and apply them to new situations if they are given the necessary information upfront.
13. The Process Approach: This approach emphasizes the idea that writing is a series of steps or stages that involve planning, drafting, revising, editing, and publishing. This approach emphasizes that writing is a recursive process, meaning that students may go back and forth between the different stages as they work to improve their writing.
14. The Bottom-up Approach: means starting with the basic foundations of the language, such as grammar, vocabulary, and pronunciation, and building up to more complex skills, such as listening comprehension, reading comprehension, and speaking and writing fluency.
15. PPP Framework: is a widely used approach to teaching English as a second or foreign language. PPP stands for Presentation, Practice, and Production.
16. The Top-Down Approach: This Approach involves starting with more abstract language concepts, such as grammar and vocabulary, and working down to more concrete skills, such as listening and speaking.
17. The Structural Approach: focuses on teaching grammar and syntax as the fundamental building blocks of the language. It involves breaking down language into its component parts and teaching students how to correctly use and combine these parts to create coherent and grammatically correct sentences.
18. Think-pair-share Framework: is a teaching strategy that involves having students think independently about a problem or concept, discuss their thoughts with a partner, and then share their ideas with the larger group.
19. The Test Teach Test (TTT) approach: is a method of teaching and learning that involves presenting new information or a skill to a student, providing an opportunity for the student to practice and demonstrate their understanding, and then assessing their understanding through a test or assessment.
20. The Eclectic Approach: This approach is based on the belief that no single method is effective for all students, so teachers must use a variety of methods in order to be successful.
21. Communicative language teaching (CLT): is a language teaching approach that emphasizes the use of authentic, real-life communication as the primary goal of language instruction.
22. Community Language Learning (CLL): is a method of second language acquisition developed by Charles Curran in the 1960s. It is a form of experiential learning in which the learner is actively involved in the language learning process and is given the opportunity to use the language in real-life situations.
23. The PDP Framework: This framework is a structured approach to teaching reading that involves three key stages: prereading, while reading and post reading. It helps students build comprehension skills and make connections to the material.

There are many other approaches to teaching English, and experienced teachers often use a combination of approaches in their classrooms. The key is to find an approach that meets the needs of your students and helps them to achieve their language learning goals.

Learning Theories:

There are many different learning theories that have been proposed by researchers and educators to explain how students learn and retain new information. Some of the most well-known learning theories include:

1. The Gestaltism Theory: is a psychological theory that is based on the idea that the mind organizes stimuli into patterns and structures, and that these patterns and structures are more important in determining our perception and understanding of the world than the individual stimuli themselves.
2. The Social Constructivism Theory: is a theory of learning that was propounded by Lev Vygotsky in 1968. It emphasizes the role of social interaction and collaboration in the development of knowledge and understanding.
3. The Constructivism Theory: is a theory of learning that emphasizes the role of the learner in constructing their own understanding and knowledge. It is based on the idea that people actively construct their own understanding of the world around them, based on their experiences and interactions with the environment.
4. The Cognitivism Theory: is a theoretical perspective in psychology that focuses on the mental processes involved in learning, such as perception, memory, and problem-solving. This theory was developed in the mid-20th century by the psychologists Jean Piaget.
5. The Behaviorism Theory: It is a psychological theory of learning that focuses on the role of observable behaviors in the learning process. It suggests that behaviors can be learned through conditioning, which is the process of associating a particular stimulus with a particular response.

Assessment:

1. Assessment: In teaching, it refers to the various methods and tools that teachers use to evaluate the progress and achievement of their students. 
2. Formative assessment: is a type of assessment that is used to gather information about how well students are learning during a lesson or unit of instruction. It is ongoing, occurring throughout the learning process, and is used to inform teaching and learning rather than to evaluate students.
3. Summative assessment: is a type of evaluation that occurs at the end of a particular learning period or project, such as a semester or school year. It is meant to provide a summary of what a student has learned or accomplished over that time period.
4. Diagnostic assessment: This type of assessment is used to identify students' strengths and weaknesses at the beginning of a unit or course. It helps teachers tailor their instruction to meet the needs of individual students.
5. Performance assessment: This type of assessment requires students to demonstrate their knowledge and skills through the creation of a product or the completion of a task. Examples include lab reports, presentations, and portfolios.
6. Self-assessment: This type of assessment involves students reflecting on their own learning and progress. It can be an effective way to foster student ownership of their learning and help them develop self-regulation skills.
7. Peer assessment: This type of assessment involves students evaluating the work of their classmates. It can be an effective way to promote collaboration and encourage students to think critically about the learning of their peers.
8. A test: is a tool used to assess a student's knowledge or skills in a specific subject or area. It is a standardized method of evaluating a student's performance and can be used to measure the effectiveness of instruction, identify areas of weakness, and provide feedback to both students and teachers.
9. Evaluation: is the process of assessing student learning and performance. It can involve a wide range of activities, including testing, grading, and providing feedback.
10. Criterion-Referencing Assessment: is a method of evaluating student performance in English language classes. It is a way of measuring how well students have met a set of predefined criteria, rather than comparing their performance to that of their peers.

Curriculum & Syllabus:

1. Curriculum: is a set of courses or educational experiences that are planned and organized in order to achieve specific learning objectives or goals. It includes a range of subjects or topics that students are expected to study or engage with over a specific period of time, such as a school year or a degree program.
2. Syllabus: is a document that outlines the details of a course, including the topics that will be covered, the materials that students will need, and the expectations for student performance.

Classroom Management:

1. Classroom Management: refers to the ways in which teachers create and maintain an organized, positive, and productive learning environment in their classrooms. It involves setting clear expectations for student behavior, establishing routines and procedures, and using positive reinforcement and other strategies to encourage appropriate behavior and discourage inappropriate behavior.
2. Classroom Code of Conduct: is a set of rules and expectations for behavior that is established by a teacher or school to create a positive learning environment for students.
3. Rapport: refers to the harmonious relationship, connection and mutual understanding that exist between students and their teacher.
4. Didactics: involves the use of various teaching strategies and techniques to facilitate the acquisition of knowledge and skills, as well as the use of assessment tools to measure and evaluate learning progress.
5. Didactic Transposition: is a way of teaching a subject or lesson in a way that makes it easier for students to understand and learn. This can involve changing the way the information is presented, such as using different words or examples, or using different teaching methods.
6. Learning Styles: mean the ways in which individuals approach learning and acquiring new information. There are many different theories and models that have been proposed to describe the various learning styles that people may possess.
7. Student Motivation: is to the reasons or driving forces that inspire and sustain a student's interest and engagement in learning.
8. Students' Conflict: refers to any disagreement or disagreement between two or more students. This can range from minor disagreements or misunderstandings to more serious conflicts that may involve bullying, harassment, or other types of mistreatment.
9. Student Talking Time (STT): means the time that students are given to speak and express themselves in a language learning or language classroom setting.
10. Teacher Talking Time (TTT): refers to the amount of time the teacher spends speaking during a lesson. It is used to model correct language usage, provide explanations or instructions, or engage students in conversation.