Task 1 - Terminology of Language Teaching

Juan Esteban Zea Tirado

Cód. 518022A_764 Group 64

Tutor

Luz Adriana Perdomo

Universidad Nacional Abierta y a Distancia

Escuela de Ciencias de la Educación

Didactics of English

September 2020
 1. Step 1:

Pre-task: definition of Didactics of English

Didactic refers to the principles, phenomena, forms, precepts, and laws of teaching with no
subject in particular (Stöcker, 1964). Medina (2003, p.7), defines didactic as: A discipline of
pedagogical nature that focuses on the teaching goals and compromise with the aim of better
human begins through the understanding and permanent change of the social communicative
developments, and the receiving and appropriate growth of the teaching and learning process.
For this reason, we define didactic as the discipline that studies techniques, procedures,
strategies, and methods to enhance the teaching process for students to approach in a wide, deep,
and significant way the knowledge in the process of acquisition of English as a foreign language.

2.
✓ Step 2: cycle-task: Acronyms of ELT

• L1 and L2.
L1: Speaker’s first language.
L2: Speaker’s second language.
Example: A learner whose L1 is Spanish may find Portuguese and Italian easy languages
to learn because of a fairly close connection between the languages.

• EFL and ESL.

EFL: 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.
Example: an Italian person learning English in Italia.
ESL: English as a second language.
Is used to refer to situations in which English is being taught and learned in countries,
contexts and cultures in which English is the predominant language of communication.
 The teaching of English to immigrants in countries such Australia, Canada, New Zealand,
the United Kingdom and the United States typifies ESL.
Example: an Italian person learning English in Canada.
• ESP, EST and EAP.
ESP: English for specific purposes.
The technique of teaching English to students who need it for a particular purpose, such
as business dealings.
Example: It refers to teaching English to university students or people who is already
employed.
EST: English for science and technology.
Generally refers to English used in scientific publications, papers, textbooks, technical
reports and academic lectures, etc.
Example: It is used to people who is involved with resources or learning science of
technology.
EAP: English for academic purposes.
English for academic purposes entails training students, usually in a higher education
setting, to use language appropriately for study. It is one of the most common forms of
English for specific purposes.
Example: It is used by students who are in a high education setting to use English
appropriately to study.

• CBI and CLIL.

CBI: Content-Based Instruction.
Content-Based Instruction (CBI) is “an approach to second language teaching in which
teaching is organized around the content or information that students will acquire, rather
than around a linguistic or other type of syllabus” (Richards & Rodgers, 2001, p.204).
Example: students might have a lesson on French cuisine. This would focus on the
French diet and would naturally introduce words such as 'pain' (bread), 'fromage,'
(cheese) and 'croissant,' in a meaningful way because the words are presented within the
context of the content. This helps students make logical connections between ideas,
words and objects.
 CLIL: Content and Language Integrated Learning.
Is an approach where students learn a subject and a second language at the same time.
Example: a science course 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: Student Talking Time.
It is the time learners spend talking rather than the teacher.
Example: group work with the teacher monitoring, rather than an open class, is a way to
increase the STT in an activity.
TTT: Teacher Talking Time.
Example: teachers spend talking in class, rather than learners.

• FES and LES.

FES: Fluent English speaker.
Example: people who speaks English fluently.
LES: Limited English speaker.
Example: people who do not speak English as their primary language and who have a
limited ability to read, speak, write, or understand English.

• CLL and CLT.

CLL: Communicative Language Learning.
Students are to be considered as "learner-clients" and the teacher as a "teacher-counselor"
Example: The client is completely dependent on the language counselor. First, expresses
only to the counselor in L1 what he wishes to say to the group. The counselor then
reflects these ideas back to the client in the L2. The client turns to the group and presents
his idea in foreign language.
CLT: Communicative language teaching.
Is an approach which provides opportunity to the learners communicated in the target
language. They use of functional aspect of language makes them able to communicate in
the target language in their day to day life.
 Example: approach such as dramas, role plays and games.

✓ Step 2: ten more acronyms related to English language education.

1. ELT: English Language Teaching.
The practice and theory of learning and teaching English for the benefit of people whose
first language is not English.
Example: digital Platforms help teachers and students to create a space in which teachers
and learners can connect, ask questions to enhance learning, host your classes on the
cloud and create different types of assessments.

2. TOEFL: Test of English as a Foreign Language, the most common English proficiency
exam for North American universities and colleges, also accepted by some British
universities and employers as proof of English proficiency.

3. 5W's: Who, What, Where, When and Why

Example: Who was involved?
a. What happened?
b. When did it happen?
c. Where did it happen?
d. Why did it happen?

4. IEP: Intensive English program.

The Intensive English Program is designed for international college students who want to
improve their academic English language skills among a dynamic, diverse group of
students.

5. NS: Native Speaker.

A native speaker is someone who learned to speak a language as part of his or her
childhood development.
Example: a native speaker's language is usually the language their parents speak and/or
the language of their country of origin
6. BE: Bilingual Education.
A person who can speak both English and Spanish.
Example: when a student is taught in both English and the language of their native
country.

7. GTM: Grammar Translation Method.

Is a method of teaching foreign languages derived from the classical (sometimes called
traditional) method of teaching Greek and Latin.
Example: Students translate a reading passage from the target language into their native
language.

8. SLA: Second Language Acquisition.

Example: a learner studying in an English-speaking country may have more success due
to the language they acquire in their part-time job than with the language they learn in
their class.

9. CELTA: Certificate in English Language Teaching to Adults.

Is the most highly recognized and regarded initial English teaching certification
worldwide.

10. TPR: Total Physical Response.

Is a method of teaching language or vocabulary concepts by using physical movement to
react to verbal input.
A great example of group singing with total physical response is the grade school classic,
“Head, Shoulders, Knees, and Toes”.
• Step 3:
3. Post-task: Format 1 for the observation stage
PARA LA REALIZACIÓN DE ESTA PRÁCTICA, HE ESCOGIDO EL COLEGIO
PARROQUIA SAN JUDAS TADEO, UBICADO EN LA CIUDAD DE MEDELLÍN-
ANTIOQUIA. PARA TAL CARACTERIZACIÓN DE LA INSTITUCIÓN, SE
COMUNICÓ CONMIGO EL E-MONITOR: ÓSCAR DAVID GAMBOA VALENCIA.
 References

• Navarro, D., & Piñeiro, M. (2012). Didactic strategies for teaching English as a foreign
language in seventh and eight grades in secondary schools in Costa Rica. Revista
Káñina, 36(2), 233-251.
• Iteslj.org. (2004). Acronyms Related to TESL. [online] Available at:
http://iteslj.org/acronyms.html
• Carter, R., & Nunan, D. (2001). Introduction. In 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. Retrieved from https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.001