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Bilingual education involves teaching academic content in two languages with varying amounts of each language used in accordance with the program model. Bilingual education involves two languages as a means of instruction for students embedded in the entire school curriculum, as distinct from simply teaching a second language as a subject.
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.
English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). The aspect in which ESL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL). Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used in the UK and TESL or TESOL in the US.
TPR Storytelling is a method of teaching foreign languages. TPRS lessons use a mixture of reading and storytelling to help students learn a foreign language in a classroom setting. The method works in three steps: in step one the new vocabulary structures to be learned are taught using a combination of translation, gestures, and personalized questions; in step two those structures are used in a spoken class story; and finally, in step three, these same structures are used in a class reading. Throughout these three steps, the teacher will use a number of techniques to help make the target language comprehensible to the students, including careful limiting of vocabulary, constant asking of easy comprehension questions, frequent comprehension checks, and very short grammar explanations known as "pop-up grammar". Many teachers also assign additional reading activities such as free voluntary reading, and there have been several easy novels written by TPRS teachers for this purpose.
Language immersion, or simply immersion, is a technique used in bilingual language education in which two languages are used for instruction in a variety of topics, including math, science, or social studies. The languages used for instruction are referred to as the L1 and the L2 for each student, with L1 being the student's native language and L2 being the second language to be acquired through immersion programs and techniques. There are different types of language immersion that depend on the age of the students, the classtime spent in L2, the subjects that are taught, and the level of participation by the speakers of L1.
Sheltered instruction is an approach to teaching English language learners which integrates language and content instruction. The phrase "sheltered instruction," original concept, and underlying theory of comprehensible input are all credited to Stephen Krashen.
The audio-lingual method, Army Method, or New Key, is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.
Language teaching, like other educational activities, may employ specialized vocabulary and word use. This list is a glossary for English language learning and teaching using the communicative approach.
Harold Edward Palmer, usually just Harold E. Palmer, was an English linguist, phonetician and pioneer in the field of teaching English as a second language. Especially he dedicated himself to Oral Method. He stayed in Japan for 14 years and reformed its English education. He contributed to the development of the applied linguistics of the 20th century.
The direct method of teaching, which is sometimes called the natural method, and is often used in teaching foreign languages, refrains from using the learners' native language and uses only the target language. It was established in England around 1900 and contrasts with the grammar–translation method and other traditional approaches, as well as with C.J. Dodson's bilingual method. It was adopted by key international language schools such as Berlitz, Alliance Française and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012.
Back-chaining is a technique used in teaching oral language skills, especially with polysyllabic or difficult words and phrases. The teacher pronounces the last syllable, the student repeats, and then the teacher continues, working backwards from the end of the word to the beginning.
In the field of second language acquisition, there are many theories about the most effective way for language learners to acquire new language forms. One theory of language acquisition is the comprehensible output hypothesis.
The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis. The input hypothesis was first published in 1977.
Wolfgang Butzkamm is Professor Emeritus of English as a foreign language at Aachen University, Germany. He is credited with the development of a principled and systematic approach to the role of the mother tongue in foreign language teaching which radically differs from a target-language-only philosophy prevailing in many countries. For him, traditional monolingualism is an instance of a more general naturalistic fallacy which is committed when foreign language teaching is modelled after the natural acquisition of a first language (L1), as in the direct method (education) which was also called the natural method.
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from his prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies.
In foreign language teaching, the generative principle reflects the human capacity to generate an infinite number of phrases and sentences from a finite grammatical or linguistic competence. This capacity was captured in Wilhelm von Humboldt's famous phrase that language makes "infinite use of finite means". It is the theoretical basis for pattern drills and substitution tables - an essential component of the audio-lingual method - and may be considered as the necessary counterpart to the communicative principle, i.e. teaching communication through communicating.
Mother tongue mirroring is the adaptation of word-for word translation in language education. The aim is to make foreign constructions salient and transparent to learners and, in many cases, spare them the technical jargon of grammatical analysis. It differs from literal translation and interlinear text as used in the past, since it takes the progress learners have made into account and only focuses upon one specific structure at a time. As a didactic device, it can only be used to the extent that it remains intelligible to the learner, unless it is combined with a normal idiomatic translation.
The bilingual method of foreign language teaching was developed by C.J. Dodson (1967) as a counterpart of the audiovisual method. In both methods the preferred basic texts are dialogues accompanied by a picture strip. The bilingual method, however, advocates two revolutionary principles based on the results of scientifically controlled experiments in primary and secondary schools. In contrast to the audiovisual method and the direct method, the printed text is made available from the very beginning and presented simultaneously with the spoken sentence to allow learners to see the shape of individual words. Also, from the outset meanings are conveyed bilingually as utterance equivalents in the manner of the sandwich technique, thus avoiding meaningless and hence tedious parroting of the learning input. The pictures are seen primarily as an aid to recall and practice of the related dialogue sentences rather than as conveyors of meaning. The mother tongue is again used in the oral manipulation of grammatical structures, i.e. in bilingual pattern drills.
Eclectic approach is a method of language education that combines various approaches and methodologies to teach language depending on the aims of the lesson and the abilities of the learners. Different teaching methods are borrowed and adapted to suit the requirement of the learners. It breaks the monotony of the class.
Structural approach is an approach in the study of language that emphasizes the examination of language in very detailed manner.This strategy, which is considered a traditional approach, examines language products such as sounds, morphemes, words, sentences, and vocabulary, among others. It also facilitates the process of learning language on the basis of structures.