Identity

The collective aspect of the set of characteristics by which a thing is definitively recognizable or

known

The quality or condition of being the same as something else

It is also the distinct personality of an individual regarded as a persisting entity

Eg.: I can ''lose'' may identity if I join the army

http://en.wikipedia.org/wiki/Identity

http://en.wikipedia.org/wiki/Identity_(social_science)

Affordance

Affordances

It is a quality of an object, or an environment, that allows an individual to perform an action

The term is used in a variety of fields: perceptual psychology, cognitive psychology, environmental psychology, industrial design, human–computer interaction (HCI), interaction design and artificial intelligence

If you see a bench, you might think to sit down on it, or to lie down on it

Some doors have a panel on one side, and a handle on the other

If you see the panel, you think to push it

http://encyclopedia.thefreedictionary.com/Affordances

www.communitywiki.org/en/WhatIsAffordance

Learning Strategies

Learning Strategies

It is the process in which we determine the approach for achieving the learning objectives

Learning strategies are also tools and techniques that learners develop as they learn how to better achieve their teaching goals

They determine the approach for achieving the learning objectives and they are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through

Learning strategies are an important part of developing students autonomy

Norland, Deborah L. and Pruett-Said, Terry. A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Connecticut: Greenwood, 2006

http://www.newhorizons.org/neuro/neu_review_bransford.htm

Community of Practice

Community of Practice (CoP), according to cognitive anthropologists Jean Lave and Etienne

Wenger, is a term that describes a group of people who share an interest, a craft, and/or a profession

Members are involved in a set of relationships over time and communities develop around things that matter to people

Social capital is one of the gains that society acquire

Through informal connections and in the formal process of sharing their expertise, learning from others, and participating in the group, members are said to be acquiring social capital

http://books.google.com.br/books?id=heBZpgYUKdAC&printsec=frontcover&dq=community

+of+practice&source=bl&ots=kcrh-teA-m&sig=-SryuwTnRN5swKV3fEEfjWdmUck&hl=pt-BR&ei=xpcmTPmlOMmMuAfF6Ji5Ag&sa=X&oi=book_

result&ct=result&resnum=13&ved=0CFUQ6AEwDA#v=

onepage&q=

community%20of%20practice&f=false

http://www.infed.org/biblio/communities_of_practice.htm

English for Specific Purposes

English for Especific Purposes

The ESP term refers to the teaching of a specific English for students according to their careers,

goals or fields of study

Examples: Business & Management, Hotel & Catering English or Academic

More and more people are using English in a growing number of occupational contexts

Students are starting to learn and therefore master general English at a younger age, and so move on to ESP at an earlier age

http://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html

http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/

english-specific-purposes/articles-journals-books

http://books.google.com.br/booksid=7OvEeiyxNgEC&printsec=

frontcover&dq=english+for+specific+purposes&source=bl&ots=T8Gvl-hpKD&sig=_LR8tfAUhFWhsHhUFviD7n3lKs&hl=ptBR&ei=

k5MmTOKlF8uFuAfK44yoAg&sa=X&oi=book_result&ct=

result&resnum=10&ved=0CEkQ6AEwCQ#v=on

epage&q&f=false

The Lexical Approach

The Lexical Approach is a method of teaching foreign languages developed by M. Lewis in the 1990s

The basic concept on which this approach rests is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks

This method, just like all the others, has its own particularities

The development of learners' proficiency with lexis, or words and word combinations is a very functional strategy and should be combined with other strategies

LARSEN-FREEMAN, D. Techniques and principles in language teaching. New York; Oxford: Oxford University Press, 1986. (only for Total Physical Response)

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge:

Cambridge University Press, 1986

Communicative Approach

Communicative Approach

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning

When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language

This method contributes to the improvement of students speaking skill and makes English lessons more real

Language is a set of communicative tools, not only grammar, vocabulary and phonology alone

LARSEN-FREEMAN, D. Techniques and principles in language teaching. New York; Oxford: Oxford University Press, 1986. (only for Total Physical Response)

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge:

Cambridge University Press, 1986

Norland, Deborah L. and Pruett-Said, Terry. A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Connecticut: Greenwood, 2006

Total Physical Response Method

Total Physical Response Method

Total Physical Response is a language learning method based on the coordination of speech and

action

It was developed by James Asher, a professor of psychology at San Jose State University, California

It is linked to the trace theory of memory, which holds that the more often or intensively a memory connection is traced, the stronger the memory will be and the human brain has a biological program for acquiring any natural language on earth

This method had to create an effective and stress-free listening period in combination with physical responses (the same way we all began learning our own native language as babies) in order to make them the safest ones to stick. Eg.: teaching vocabulary connected with actions

LARSEN-FREEMAN, D. Techniques and principles in language teaching. New York; Oxford: Oxford University Press, 1986. (only for Total Physical Response)

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge:

Cambridge University Press, 1986

Norland, Deborah L. and Pruett-Said, Terry. A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Connecticut: Greenwood, 2006

The Audio-Lingual Method

The Audio-Lingual Method

The audio-lingual method was widely used in the United States and other countriesin the 1950's and

1960's

Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them focusing on habit-formations, oral presentations and the learning through linguistic and cultural context

In one hand this method emphasizes speaking and listening

On the other hand it neglects the practicing of writing and reading

However, it is helpful for students to develop their creative abilities in studying language

LARSEN-FREEMAN, D. Techniques and principles in language teaching. New York; Oxford: Oxford University Press, 1986.

NORLAND, D.; PRUETT-SAID, T. A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Connecticut; London: Teacher Idea Press, 2006.

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986.

The Grammar Translation Method

The Grammar Translation Method

It is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek

Its major characteristic is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other

English is not a dead language

Any teacher that takes “an approach for dead language study” into English will have lots of unnecessary limitations (eg.: students own sentences produced)

LARSEN-FREEMAN, D. Techniques and principles in language teaching. New York; Oxford: Oxford University Press, 1986.

NORLAND, D.; PRUETT-SAID, T. A kaleidoscope of models and strategies for teaching English to speakers of other languages. Westport, Connecticut; London: Teacher Idea Press, 2006.

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986.

The Natural Approach

Natural Approach

The Natural Approach was developed by Tracy Terrell and Stephen Krashen, starting in 1977

It came to have a wide influence in language teaching in the United States and around the world considering the fact that people “acquire” languages best by learning naturally like children do

It is intended to help students acquire, as opposed to learn, a new language so that they will be able to understand and speak it automatically and fluently

Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986. Chapter 2

http://www.sil.org/lingualinks/languagelearning/

waystoapproachlanguagelearning/TheNaturalApproach.htm

http://www.sil.org/lingualinks/languagelearning/

waystoapproachlanguagelearning/thenaturalapproach.htm

Technique

Technique

The way in which specific fundamentals are handled in order to acchieve a goal

English teaching techniques are related to classroom procedures discription

The whole procedure of teahcing regards the techniques, practices and behaviors that operate while teaching a language based on a given method

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986. Chapter 2

http://esl.about.com/od/teachingenglish/Teaching_English_

Techniques_Resources_Certificates_Employment.htm

Method

Method

A means or manner of procedure, especially a regular and systematic way of accomplishing

something

It implies an orderly logical arrangement (usually in steps)

Methods are related to choosing skills, content and its order for presentations

There is no best/perfect way to teach English

It is very important for English teachers to find methods that are the most appropriate during the different stages of the teaching and learning process

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge:

Cambridge University Press, 1986. Chapter 2

http://www.language-learning-advisor.com/language-learning-methods.html

http://www.tesol-ua.org/tesol-essentials/teaching-methods/

Approach

Approach

Specification of assumptions and biliefs about language and language learning

A way or means of reaching something

An access

Concerning language, it is important to understand that there are different kinds of approach, which will define the method that will be used in dealing with the needs of specific learning processes

RICHARDS, J. ; RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986. Chapter 2

http://www.cal.org/resources/digest/eightapproaches.html