AUDIOLINGUALISM
In the Audiolingual Method, this skill is prioritized before reading and writing.
listening (or speaking)
In TPR, learners primarily respond to these rather than producing language early on.
commands
This concept, central to CLT, refers to a learner’s ability to use language appropriately in various social contexts, not just accurately.
communicative competence
This dual-focus approach in CLIL ensures that both subject content and language skills are developed simultaneously.
integrated learning
In TBLT, this type of activity is central; it requires learners to use language to achieve a real-world outcome.
a task
This psychological theory, emphasizing habit formation through stimulus and response, strongly influenced the Audiolingual Method.
behaviorism
This skill, considered "receptive," is emphasized first in TPR before speaking.
listening
CLT emphasizes the use of these in the classroom—real-life uses of language that serve an authentic purpose for learners.
communicative tasks (or real-world tasks)
These four components—Content, Communication, Cognition, and Culture—are known as this essential CLIL framework.
the 4Cs
TBLT shifts focus from form to this, encouraging students to prioritize meaning during communication.
meaning (or meaning-focused interaction)
This teaching technique, common in ALM, involves repeating sentences after the teacher or a recording.
pattern drill or repetition
This term describes the way learners physically act out language commands in a TPR classroom.
physical response (or body movement)
Unlike the Audiolingual Method, CLT does not rely on mechanical drills. Instead, it promotes this type of interaction to negotiate meaning.
meaningful communication (or authentic interaction)
CLIL demands that teachers scaffold both content and language. This technique involves adjusting input to make it understandable for learners.
language scaffolding (or scaffolding)
In the classic TBLT lesson structure, this phase comes after the task and focuses on accuracy, language forms, and feedback.
the language focus (or post-task phase)
The Audiolingual Method views this aspect of language as central and teaches it through set patterns.
grammar (or grammatical structure)
This theoretical foundation of TPR is based on how children acquire their first language.
first language acquisition theory (or the natural approach to language learning)
CLT often incorporates these materials, such as menus, timetables, and brochures, to simulate real communication.
authentic materials
CLIL draws on this learning theory, which emphasizes constructing knowledge through active engagement and context.
constructivism
TBLT is grounded in this theory of learning, which emphasizes language acquisition through interaction and meaningful input.
the interaction hypothesis (or communicative language theory)
This major criticism of ALM helped lead to the rise of Communicative Language Teaching.
the lack of focus on meaning and real communication
This role is central in TPR, where this person models actions and gives commands for students to follow.
the teacher (or instructor)
One critique of CLT is that it may neglect this linguistic element, potentially leaving learners with gaps in accuracy.
grammatical form (or grammar accuracy)
One key challenge in CLIL is maintaining this kind of balance, ensuring neither language learning nor content mastery is neglected.
the balance between language and content (or dual learning goals)
One major challenge in TBLT is aligning tasks with this external requirement, often associated with standardized curricula and exams.
assessment (or curriculum alignment)