Phase 1 Terminology of Language Teaching

Tutor: Luz Adriana Perdomo

Student: Brandon Sarria Zambrano

Code: 1113660821

Group: 44

Universidad Nacional Abierta y a Distancia UNAD

Escuela Ciencias de la Educación

Lincenciatura en Lengua Extranjera con Enfasis en Inglés

Didactics of English 518022

Medellín – February 2021

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.

English didactics is the study of educating and learning of the English language, writing,

and culture.

The examination of unknown dialect didactics has two points: it gives work on managing

hypothetical ideas and simultaneously puts forth a concentrated effort to the empiric

exploration of settings concerning instructing and learning language. Being a significant

connection between the logical instruction at the college and the word related field school,

it is in this way a segment of the Bachelor with Teaching Option and the Master of

Education.

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.
• EFL and ESL.
• ESP, EST and EAP.
• CBI and CLIL.
• STT and TTT.
• FES and LES.
• CLL and CLT.
 L1 and L2

A L1 is your first language, your local language, or your first language.

You are a local speaker of that language.

Each formatively sound person has a first language. Regularly (however not generally) this is the

language that was gotten the hang of during youth—before adolescence—and is the language that is

generally utilized and generally agreeable for a given individual.

- First Language Acquisition is the way toward acquiring the ability to utilize human language,

where beforehand no such limits existed.

- L1 are obtained naturally, without cognizant exertion.

- L1 are learned before pubescence, commonly during earliest stages.

A L2 is a second language, a foreign language, a target language, or a foreign tongue.

If you have an L2, you are a non-native speaker of that language.

L2 are learned through an interaction known as second language securing, or SLA. Like
first language obtaining, second language securing is a perplexing field of semantics.
Despite the fact that a significant number of its speculations and features are continually
under discussion, the overall shared traits of SLA are:

Second language obtaining is the way toward securing language limit after another dialect
(or dialects) have just been adapted locally.

- Learning a L2 requires cognizant exertion.

- L2 are not picked up during outset, and frequently after pubescence.

- Hypothetically, a procured L2 must be known at non-local proficiencies. Precisely

how capable a language student can become in a subsequent language can run
 broadly, yet the overall logical agreement is that a L2 can't be dominated to a

similar level as a L1. Exceptionally progressed L2 students are frequently called

close local speakers.

EFL and ESL

The basic contrast between understudies learning English as a subsequent language (ESL)

and learning English as an unknown dialect (EFL) can shift by country.

ESL is the conventional mark utilized for understudies who are considering English in an

English-talking nation, as in the UK, Australia, USA and so forth

ESL understudies are constrained to rehearse their English language abilities in a country

where English is the fundamental language. These understudies are continually presented to

situations where they can apply their semantic information; through discussions with

partners, investigating standard news, or associating with local people.

Living in an English-talking nation encourages ESL understudies to rapidly adjust to the

language as a method for endurance. Consistently rehearsing the language through various

situations and occasions fortifies their language capacity.

EFL students, on the other hand, predominantly learn English as a foreign language within

their own native country (or a country that is not a typical English-speaking country).
The basis of the English lessons for EFL students are similar to that of a UK student

learning a foreign language as part of their school curriculum. (I.e., a high school student

choosing between taking a Spanish, German, or French class).

It is likely that these students will lack experience in the languages cultural and historic

background; as their exposure will be limited to their weekly classes.

The ESL study hall structure guarantees understudies share comparative language

accomplishments and objectives. As ESL understudies are regularly assembled in schools,

they often assimilate an assorted exhibit of societies and ways of life from their non-local

schoolmates.

As EFL understudies are just learning English as an unknown dialect in their own country,

almost certainly, these understudies' encounters will all be comparable.

The meanings of the ESL and EFL terms are routinely questioned. The contention roots

from utilizing the correct comprehension for the marks 'unknown dialect' and the 'quantity'

of dialects that a few understudies have just settled.

ESP, EST and EAP.

Courses in which the objectives, targets and substance are coordinated to the informative

requirements are known as ESP (English for explicit purposes) courses. These are

additionally separated into courses in EAP (English for scholarly purposes), EST (English

for science and innovation, etc.

The idea of English for specific purposes (ESP) came about when linguists started to

understand that language use is context driven. This understanding resulted in the

development of courses such as business English, English for academic purposes, English

for medical professionals, and English for tourism.

At the core of ESP, I believe, is a learner-centered pedagogy. This means that an ESP

course is designed to meet learners’ specific needs within their purpose for learning

English. For example, an ESP course that is designed to prepare students for university

studies will focus on developing specific skills, such as reading academic texts, writing

academic essays, listening to lectures, and presenting seminars.

English for Science and Technology (EST) generally refers to English used

in scientific publications, papers, textbooks, technical reports and academic lectures, etc. It

is used to describe the physical and natural phenomena, their processes, properties,

characteristics, laws and application in productive activities.

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.

Learners may need specialist language, but this is not necessarily so. It is the linguistic

tasks – including language and practices - that the students will need to engage in that

define the course. As with all ESP, an EAP lecturer would not take a text and ask, "What

can I do with this text?" The starting point is always, "What do my learners have to do?

What texts will they need to read? What will my students need to do with this text and how

can we help them to do it?".

CBI and CLIL

Content-Based Instruction (CBI) and Content and Language Integrated Learning

(CLIL) to analyze their similitudes and contrasts. The investigation shows that CBI/CLIL

programs share similar fundamental properties and are not academically unique in relation

to one another. Truth be told, the utilization of a L2 as the vehicle of guidance, the

language, cultural and instructive points and the regular kind of youngster are the

equivalent in CBI and CLIL programs. The utilization of both CBI and CLIL alludes to

programs where scholarly substance is instructed during a time or extra language and the

inclination for one term over the other is related with context oriented and incidental

qualities. In this article, there are models from Basque schooling where scholastic substance
is frequently educated thanks to Basque and English to understudies with Spanish as a first

language. The models show that regardless of whether there are more subjects educated

thanks to Basque than with the help of English, there are no fundamental contrasts between

CBI (fractional submersion in the Basque model) and CLIL (English-medium guidance in

the Basque model). The need to share the exploration discoveries of CBI/CLIL programs is

featured.

STT and TTT

Teacher talking time (TTT) is the time that teachers spend talking in class, rather than

learners. It can be compared with student-talking time. One key element of many modern

approaches is to reduce the amount of TTT as much as possible, to allow learners

opportunities to speak, and learn from speaking.

Example

A teacher monitoring students working in groups completing a discussion will probably do

fairly little talking, limiting themselves to clarification of the task and offering language

when requested. The same teacher leading an inductive grammar presentation will

probably talk more, as they explain, illustrate and check understanding.

In the classroom

The relative value of TTT and STT is a complex area. Learners need to produce language

in real time conversation; to give them a chance to notice their own mistakes, and for the

class to be student-centered. They also need input from an effective language user in order
to form hypotheses about language rules, and the teacher may be one of the main sources of

this input. A teacher can start exploring this area by taping themselves and finding out

when, why and how much they and their students talk.

FES and LES

According to the British Council Learn English webpage, being FES Fluent English

Speaker means you speak easily, quickly and with no pauses.

It is perhaps a little odd to suggest that a person who speaks a language well does so

without pausing. After all, natural pauses occur in our daily conversations for several

reasons: the speaker is thinking about what they are saying; the speaker is thinking about

how they are saying it in order to best achieve their communicative aims; the speaker is

using an intended pause to create effect (a dramatic beat, an emotional moment, a moment

of suspense, etc.).

But seeing that we are evaluating foreign language learners, we seem to be only penalizing

pauses that are taken to formulate an accurate sentence. We have all met language learners

who are so concerned about formulating the most accurate sentences in their heads that we

end up waiting all day for just one sentence to be uttered.

LEP (Limited English Proficient) Based on LES (Limited English Speaker)

The term used by the federal government to indicate students who are determined to be

eligible for English as a Second Language/Bilingual services according to state criteria

regardless of whether they actually receive those services (e.g., parent denies ESL

programming so student doesn’t receive services but is still LEP). It is often criticized for

being a term that focuses on the deficiency in the student and therefore some researchers

and teachers use other terms in place of LEP (e.g., potentially English proficient= PEP;

English language learner= ELL, etc.). It is important to be accurate when communicating

about this group of students and to know whether an alternate term means precisely the

same thing as LEP. The diagram below may help when thinking about meanings of terms:

CLL and CLT

Community Language Learning (CLL) is a method in which students work together to

develop what aspects of a language they would like to learn. The teacher acts as a counselor

(human computer) while the learners act as a collaborator (client). The Community

Language Learning (CLL) was developed by Charles A. Curran, a professor

of psychology at Loyola University in Chicago. This method can be applied to the learners

who are very beginner. They just know English, in addition; they know nothing about

English yet. This method can be used in teaching speaking and listening skill.
Communicative Language Teaching (CLT) is a set of principles about teaching including

recommendations about method and syllabus where the focus is on meaningful

communication not structure, use not usage. In this approach, students are given tasks to

accomplish using language instead of studying the language.

In this case, CLT will be used in the eleventh-grade students of senior high school. This

method can be used to teach speaking and listening skill. Here are the steps in teaching

integrated speaking and listening skill by using CLT; The teacher introduces the topic

by showing the students a map of central London and asking questions e.g. What is this?

Have you ever needed or used a map? Why do we usually need a map? Then, Students are

asked to make guesses about the purpose of the lesson, e.g. What are we going to talk about

today?

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.

Name of the institution CEAD Medellín,

Name of the principal Dra. Gloria Concepción Herrera Sánchez, the city or municipality where it

is located is Medellín.
 REFERENCES

ERIC. (2015). Content-Based Instruction and Content and Language Integrated Learning:

The Same or Different? Recovered from: https://eric.ed.gov/?id=EJ1054638

British council. (2021). Teacher talking time. Recovered from:

https://www.teachingenglish.org.uk/article/teacher-talking-time-0

Baker, C. (2001). Foundations of Bilingual Education and Bilingualism, 3rd edition.

Philadelphia, PA: Multilingual Matters Ltd. Recovered from:

https://rtc3.umn.edu/docs/Teleconferences/tele02/LEPTerminology.doc

agung4421. (2014). WordPress. Community Language Learning (CLL) VS Communicative

Language Teaching (CLT). Recovered from:

https://agung4421.wordpress.com/2014/07/10/community-language-learning-cll-vs-
communicative-language-teaching-clt/