Teacher talk

Teachers address classroom language learners differently from the way they address other kinds of classroom learners. They make adjustments to both language form and language function in order to facilitate communication. These adjustments are referred to as ‘~’.

Teacher-centred

When the teacher is seen as the source of all knowledge in the learning process and acts as the provider of knowledge rather than making use of the knowledge and experience of the students to guide the learning process. See learner-centred.

Team teaching

A teaching method in which two or more teachers teach the same subjects or theme. The teachers may alternate teaching the entire group or divide the group into sections or classes that rotate between the teachers. Student teachers often team teach when they start their training in order to build up confidence and experience without having the sole responsibility for a whole class. Team teaching may involve teachers of the same or different subjects.

Team work

~ refers to the process or product of a number of individuals working together to produce a common project, joint piece of work, an agreed solution to a problem.

Technique

A technique is a specific classroom device or activity, [such as a role-play] that is consistent with a method and therefore in harmony with an approach. Some techniques are used in more than one method, e.g. modelling & repetition.

TEFL

Teaching English as a Foreign Language – a term that refers to teacher training programs in EFL

TELL (Technology Enhanced Language Learning)

Derived from the term CALL, this is an approach to language teaching and learning which uses a range of technology and electronic media.

Tertiary education (BrE)

Education at university or college level

TESL

Teaching English as a Second Language – a term that refers to teacher training programs in ESL

TESOL

Teaching English to Speakers of Other Languages – a term that is used to distinguish English language teaching as a professional activity that requires specialized training. Also, a USbased international association of teachers of English as a second or foreign language. There are regional affiliates and many countries have their own affiliated associations.

Test

A formal assessment of a learner’s language. An achievement test is used to see how well learners have learned the language and skills taught in class. Achievement tests are often at the end of term or end of the year and test the main points of what has been taught in that time. A diagnostic test is used to identify problems that learners have with language or skills. The teacher diagnoses the language problems learners have. It can also be used to diagnose learner strengths. It helps the teacher to plan what to teach, or what not to teach, in future. An objective test is marked without using the examiner’s opinion, e.g. true/false questions, multiple-choice questions. There is a clear right answer. A placement test is often used at the beginning of a course in a language school in order to identify a learner’s level of language and find the best class for them. A proficiency test is used to see how good learners are at using the target language. The contents of a proficiency test are not chosen according to what has been taught, but according to what is needed for a particular purpose, e.g. English for hotel receptionists, English for studying at university, English for general communication. Cambridge ESOL First Certificate in English (FCE) and IELTS are examples of proficiency tests. A progress test is used during a course in order to assess the learning up to a particular point in the course. A subjective test is marked using the examiner’s opinion about the quality of the answer. The answer is not simply right or wrong, e.g. marking written stories, compositions, interviews, conversations, story-telling. A summative test is used at the end of a course. The focus is on the mark or grade given and feedback is not usually provided. See formative assessment.