GLOSSARY by Hugo Cortes

APPROACH

hugocortesg24 — 2025-06-26 20:27:37 UTC

It is the nature of learning, how one develops and learns language little by little.

References:

Anthony, E. M. (1963). Approach, method, and technique. English Language Institute, University of Michigan.

Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Pearson Education.

BEHAVIOUR

hugocortesg24 — 2025-06-26 20:36:03 UTC

Process which one stimulates at the time of learning, meaning the habits, response and stimuli we give in language.

References:

Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.

Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press.

COMPREHENSIBLE INPUT

hugocortesg24 — 2025-06-26 20:49:36 UTC

It is any kind of content or information that we use to apply in the language, aspects or structures that one already knows and implements in learning.

References:

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Ellis, R. (2003). Second language acquisition. Oxford University Press.

DEMOCRATIVE CLASS

hugocortesg24 — 2025-06-26 21:43:22 UTC

Democracy is of utmost importance for the student since it promotes great values throughout their learning; it also forms them as democratic people in the future.

References:

Wolk, S. (1998). A democratic classroom. Educational Leadership, 55(1), 38–41.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.

EFFECTIVE QUESTIONING

hugocortesg24 — 2025-06-26 22:26:42 UTC

Variety of engaging, intigrating and comprehensive questions in order to stimulate student learning.

References:

Wragg, E. C. (2001). Questioning in the primary school. RoutledgeFalmer.

Petty, G. (2009). Evidence-based teaching: A practical approach (2nd ed.). Nelson Thornes.

FACILITATOR

hugocortesg24 — 2025-06-26 22:34:06 UTC

A guide that orients the students to a better learning performance, improving the student's confidence and allowing them to feel free in their learning.

References:

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Charles E. Merrill.

GROUP WORK

hugocortesg24 — 2025-06-26 22:46:35 UTC

A useful way for students to support each other, where they increase speaking and collaboration and experience more of the language.

References:

Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

INTERACTION PATTERNS

hugocortesg24 — 2025-06-26 23:05:32 UTC

It is the variety of interactions in the classroom e.g. teacher - student, student - student, individual or team work.

References:

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press.

KNOWLEDGE

hugocortesg24 — 2025-06-26 23:11:46 UTC

Knowledge is not memorized, what we learn we build is what strengthens our development in learning either when we ask or discover.

References:

Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.

Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.

LEARNING VALUE

hugocortesg24 — 2025-06-26 23:26:39 UTC

Visible impact on activities that help students learn better and achieve more objectives so they can apply it in their environment.

References:

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Mid-continent Regional Educational Laboratory.