Key Concepts in Second Language Acquisition and Teaching
Language Learning Concepts: True or False?
1. EFL Meaning
Statement: EFL stands for English Life. FALSE
Explanation: EFL stands for English as a Foreign Language.
2. English as Lingua Franca
Statement: The reasons that explain why English is the new lingua franca are exclusively linguistic ones. FALSE
Explanation: The reasons that explain why English is the most demanded foreign language (i.e., EFL) learned and taught in the world, and hence its enormous success as a lingua franca (i.e., ELF), are not primarily linguistic.
3. Krashen on Feedback
Statement: Krashen thinks that feedback has a positive effect on second language acquisition (SLA). FALSE
Explanation: Krashen denies the benefits of feedback in his language acquisition theory. He sees correction as useless, with no positive effect on language learners’ progress.
4. Natural Method Focus
Statement: According to the Natural Method by Terrell and Krashen (1983), the focus in the English classroom is on listening and speaking. FALSE
Explanation: The focus in the English classroom, according to the Natural Method, is on listening and reading.
5. Realia and Motivation
Statement: The use of realia is a good technique to promote intrinsic motivation. IT DEPENDS
Explanation: If realia is in the form of a reward, it promotes extrinsic motivation. However, if realia is used to carry out an activity, it can promote intrinsic motivation because the learner wants to make good use of the realia.
6. Early English Introduction
Statement: The earlier we introduce teaching English in Spanish schools (for example, with children in kindergartens at the age of 2 or 3), the better. IT DEPENDS
Explanation: It might be better for acquiring phonetics, but there is no conclusive evidence regarding benefits for other skills at such an early age.
7. Biliteracy Benefits
Statement: Being biliterate is cognitively beneficial when acquiring an additional language like English. TRUE
8. L2 Learner Definition (Cook)
Statement: According to Vivian Cook, an L2 learner is a person who uses two languages for any purpose in their everyday life. FALSE
Explanation: This describes an L2 User: a person who uses an L2 for any purpose (as opposed to an L2 Learner).
9. English Language Family
Statement: Grammatically speaking, English is a Romance language similar to French, Spanish, or Catalan. FALSE
Explanation: English is a Germanic language, although heavily influenced by Romance languages (especially French).
10. Multilingualism (Council of Europe)
Statement: According to the Council of Europe, multilingualism is the ability to use several languages to varying degrees and for distinct purposes. FALSE
Explanation: This definition corresponds to plurilingualism (an individual’s language repertoire), whereas multilingualism often refers to the presence of multiple languages in a society.
11. TPR Acronym
Statement: TPR stands for Total Physical Response. TRUE
Explanation: TPR stands for Total Physical Response activities.
12. Translanguaging Definition
Statement: Translanguaging takes place when the teacher translates from the children’s mother tongues (e.g., Spanish or Catalan) into the target language, that is, English. FALSE
Explanation: Translanguaging involves leveraging the learner’s full linguistic repertoire, not just direct translation by the teacher. What we learn from translanguaging is that we cannot stop the children’s mother tongues from interacting when learning the TL (i.e., the target language).
13. HOTS Acronym
Statement: HOTS stands for High Order Teaching Skills. FALSE
Explanation: HOTS stands for High Order Thinking Skills.
14. Arts & Crafts and Creativity
Statement: All activities in the subject Arts and Crafts foster creative thinking. FALSE
Explanation: Do not assume that all activities in Arts & Crafts foster creativity by default. Some may be repetitive or follow strict instructions.
15. CLIL Methodology Focus
Statement: The most important ‘C’ in CLIL methodology is Communication. FALSE
Explanation: CLIL (Content and Language Integrated Learning) typically emphasizes four ‘C’s: Content, Communication, Cognition, and Culture. Their relative importance can vary depending on the context.
Additional Concepts
1. Cognates
Statement: Cognates are written exactly the same. FALSE
Explanation: Cognates share a common origin and often look similar, but may not be spelled identically (e.g., English ‘night’ and German ‘Nacht’).
2. Remembering Skill Level
Statement: Remembering can be classified as abstract. FALSE
Explanation: In taxonomies like Bloom’s, ‘Remembering’ is typically considered a lower-order cognitive skill, not an abstract one.
3. BICS Definition
Statement: BICS can be defined as ‘playground language’. TRUE
Explanation: BICS (Basic Interpersonal Communication Skills) refers to the conversational fluency used in everyday social situations.
4. Young Learners as Sponges
Statement: Very young learners are not sponges. IT DEPENDS
Explanation: Both kindergarteners and first graders cannot be fully identified with sponges because their memory is short. Therefore, they learn quickly, but they also forget easily.
5. Plurilingualism (Council of Europe)
Statement: According to the Council of Europe, plurilingualism refers to languages. TRUE
Explanation: Plurilingualism, as defined by the Council of Europe, pertains to an individual’s competence and use of multiple languages.
Common Acronyms in Language Learning
- BICS: Basic Interpersonal Communication Skills
- CALP: Cognitive Academic Language Proficiency (or the “school language”)
- ESLA: Early Second Language Acquisition
- EFL: English as a Foreign Language
- ESL: English as a Second Language
- ELF: English as a Lingua Franca
- SLA: Second Language Acquisition
- TPR: Total Physical Response
- HOTS: High Order Thinking Skills
- CLIL: Content and Language Integrated Learning