PHASE 1 - TERMINOLOGY OF LANGUAGE TEACHING

STUDENT:

EDINSON SCARPETA MENESES

TUTOR:

ANGIE XIOMARA PINTO

GROUP:

518022_53

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

LICENCIATURA EN LENGUAS EXTRANJERAS CON ÉNFASIS EN INGLÉS

DIDACTICS OF ENGLISH

FLORENCIA - CAQUETÁ

14-02-2021
 The activity consists of:

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.

In my point of view, English Didactics is a science that seeks to train

professionals with the necessary skills to teach English in education, capable that when

teaching the language their students know their teaching methodologies so that the

language can be promoted correctly under the four necessary English skills that are:

listening, speaking, writing and reading.

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 English as the first language, Example: it is used mainly in

countries such as the United States, England and Australia, where English is their native

language, L2 English as the second language, Example: it is acquired in countries such

as Colombia, Venezuela, Peru, Chile, Argentina, etc. where the mother tongue is

Spanish and they acquire English as a second language.

• EFL and ESL: EFL (English as a foreign language) Example: is used in

contexts where English is not widely used for communication or as a medium of

instruction, and ESL (English as a second language) Example: is used to refer to

situations in which English is taught and learned in countries, contexts, and cultures

where that English is the predominant language of communication.

 • ESP, EST and EAP: ESP (English for Specific Purposes), Example: refers

to teaching the English language to college students or people who already have a job,

with reference to the particular vocabulary and skills they need, EST (English for

science and technology) Example: refers to the English used in scientific publications,

papers, textbooks, technical reports and academic conferences, etc. It is used to describe

the physical state and Natural phenomena, their processes, properties, characteristics,

laws and application in production occupations and EAP (English for Academic

Purposes) Example: prepares students in the four essential communication skills in

English: reading, writing, listening and speaking.

• CBI and CLIL: CBI (Content-Based Instruction) Example: is an approach

in which teaching is organized around content and CLIL (Content and language

integrated learning) Example: is a teaching method that involves teaching students

about a subject in a foreign language.

• STT and TTT: SST (Student Talking Time) Example: It is the time

learners spend talking rather than the teacher and TTT (Teacher talking time)

Example: is the time that teachers spend talking in class, rather than learners.

• FES and LES: FES (Fluent English Speakers) Example: when talking about

a topic without pauses that do not exist and LES (Limited English Speakers)

Example: when you are in a meeting and are speaking a specific topic in which the

speaker does not have a lot of vocabulary.

 • CLL and CLT: CLL (Communicative Language Learning) Example:

students master the language by using it in communication instead of focusing on the

structure of the target language and CLT (Communicative Language Teaching)

Example: It is an approach in language teaching in which Maximum importance is

given to interaction as a means and as a final objective in learning a language.

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 2

answered questionnaire, the name of the institution you chose, the name of the principal,

the city or municipality where it is located.

Regarding this step on the pre-practice questionnaire, I chose the form that is

designed to know if, as teachers in training, we wish to continue with the pedagogical

practice scenario assigned in the period 16-04, 2020.

 REFERENCIAS BIBLIOGRAFICAS

Carter, R. y Nunan, D. (2001). Introducción. En R. Carter & D. Nunan (Eds.), The

Cambridge Guide to Teaching English to Speakers of Other Languages (The

Cambridge Guides, pp. 1-6). Cambridge: Cambridge University Press. Obtenido

de https://doi-

org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.001 

Richards, J. (2002). Teorías de la enseñanza en la enseñanza de lenguas. En J. Richards

& W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of

Current Practice (Enfoques y métodos en la enseñanza de idiomas, págs. 19-

26). Cambridge: Universidad de Cambridge. Obtenido

de https://bibliotecavirtual.unad.edu.co:2444/10.1017/CBO9780511667190.004