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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.
Computer-assisted language learning (CALL), British, or computer-aided instruction (CAI)/computer-aided language instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
English as a second or foreign language is the use of English by speakers with different native languages, often with students whose native language is not English and are learning to speak and write English, commonly among students. Language education for people learning English may be known as English as a foreign language (EFL), English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), or English as a new language (ENL), which refers to the practice of studying English in a country where it is not the dominant language. These programs, especially ESL, are usually an academic subject, course, or program designed to teach English to students who are not yet proficient in the language. While some people only refer to learning in an English-speaking country, learning this language can also entail learning in a non-English speaking or non-native nation.
The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education. This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. The programme is based on the principles of respect, responsibility and community through exploration, discovery and play.
A foreign language is a language that is not an official language of, nor typically spoken in, a specific country. Native speakers from that country usually need to acquire it through conscious learning, such as through language lessons at school, self-teaching, or attending language courses. A foreign language might be learned as a second language; however, there is a distinction between the two terms. A second language refers to a language that plays a significant role in the region where the speaker lives, whether for communication, education, business, or governance. Consequently, a second language is not necessarily a foreign language.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
The audio-lingual method or Army Method 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.
Less Commonly Taught Languages is a designation used in the United States for languages other than the most commonly taught foreign languages in US public schools. The term covers a wide array of world languages, ranging from some of the world's largest and most influential, and holds international recognization such as Chinese, Russian, Arabic, Bengali, Hindi, Portuguese, Japanese, Persian, Urdu, Turkish, Swahili, Italian, and Tamil to smaller regional languages studied in the US mainly by area experts, such as Twi, spoken in West Africa, and Finnish.
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.
Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussions, recitation, seminars, workshops, observation, active learning, practicum, or internships. Model includes "I do" (instructor), "We do", "You do".
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.
Founded in 1960, the African Studies Center (ASC) at Michigan State University (MSU) is a major academic center for the study of Africa and one of 11 "Title VI National Resource Centers on Africa designated by the U.S. Department of Education. The Center’s strength is based on the more than 160 MSU faculty who provide research, teaching, and service on Africa. Center faculty have research, projects, and expertise in 32 African nations.
Openmind Projects (OMP), in Nong Khai Province, Thailand is a developmental aid organisation focused on helping communities in Thailand, Laos, Cambodia, and Nepal through the creation and management of grass roots projects in the areas of e-learning, education, and environment. The focus of the organisation is using information and communication technologies (ICT) to educate individuals in schools, orphanages, national parks, and villages. Projects rely on volunteers to promote changes in local communities.
Teachinghistory.org, also known as the National History Education Clearinghouse (NHEC), is a website that provides educational resources for the study of U.S. history.
In education, realia are objects from real life used in classroom instruction by educators to improve students' learning. A teacher of a foreign language often employs realia to strengthen students' associations between words for common objects and the objects themselves. In many cases, these objects are part of an instructional kit that includes a manual and is thus considered as being part of a documentary whole by librarians.
The Digital Writing and Research Lab (DWRL) is a research lab at The University of Texas at Austin, United States, dedicated to the identification and promotion of twenty-first-century literacies. These literacies range from navigating online newsfeeds and participating in social networking sites to composing multimedia texts that require producing, sampling, and/or remixing media content.
A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance.
Imagine Learning, formerly Twig Education, is a digital media company that offers educational content to schools via subscription websites.
Transparent Language Inc. is a language learning software company based in Nashua, New Hampshire. Since 1991, Transparent Language has been offering its products to individual consumers. They have expanded over the past decade into services for educational institutions and government agencies, ranging from MIT to the Department of Defense.
References
- ↑ "UCLA Language Materials Project". Archived from the original on 2018-09-17.
