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Glossary, Key concepts & Definitions
Depth of processing
Depth of processing refers to the extend a learner reflects on new information and links it to other relevant information . The greater the depth of processing, the greater the likelihood that information will be stored in long-term memory and become more readily accessible.
TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms.
Suggestions below by Domingos Di Lello.
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Metalinguistic Awareness
Metalinguistic awareness is the ability to objectify language as an analyzable code and is thus prerequisite to early literacy development . It also strengthens learners' ability to detect language patterns in content-based input in ways that can contribute to their developing language system.
TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms.
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Interlanguage
Interlanguage is a dynamic and evolving version of tne target language that contains both target-like and non-target-like forms. Interlanguage is a term that refers to the language used by L2 learners as they progress through different stages of development (Selinker, 1972).
Selinker, 1972 APUD TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms.
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Declarative Knowledge
Declarative knowledge is "knowing about" concepts, propositions, and schemata, including static information such as historical or geographical facts encoded in memory. It also includes, grammatical rules, word definitions, and various oaradigms stored in long-term memory.
TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms.
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Procedural Knowledge
Procedural knowledge is "knowing how" to do things. It involves the ability to apply rule-based knowledge to cognitive operations, such as solving problems or following steps towards an end goal, and to motor operations. It is the ability to quickly access and apply metalinguistic knwoledge from long-term memory during language use.
TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms.
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Chunks of language
Chunks are groups of words that learners have been able to acquire without knowing any rules for their formation. They are very useful in communication because they can be retrieved quickly and are also useful as stepping stones to further learning, but they do not necessarily help learners generate similar forms governed by the same rules without some analysis. "How are you doing?" can be considered a memorized chunk in English if the learner isn't yet able to generate inverted question forms in other contexts where the learners might ask "What you are doing?" without subject-auxiliary inversion.
TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms.
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Transfer-appropriate processing
It is a notion from cognitive psychology that posits that the context in which learning occurs should resemble the context in which the learning will be put to use. Accordingly, language features learned in isolated grammar lessons are remembered in similar contexts but hard to retrieve in the context of communicative interaction, whereas language features attended to during content-driven interaction are more easily retrieved in similar contexts of interaction with a communicative purpose. (Lightbown, 2008a; Segalowitz, 2000)
Lightbown, 2008a. Segalowits, 2000. APUD TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms.
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Input for acquisiton
Input for acquisition is "language that learners hear or see in a communicative context that they process for meaning." (VanPatten, 2017)
This definition excludes what many instructors believe to be the key for acquisition such as explicit information and practice aimed at a particular feature. That is, explicit information about, say, how past tense works is not input for past tense. Only samples of past tense used in communicative contexts can serve as input for the acquisition of past tense,
VanPatten APUD TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms.
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Code-switching
Code-switching refers to the alternation between languages in specific communicative episode, like a conversation or an email exchange exchange or indeed signs.
https://blog.oup.com/2018/05/translanguaging-code-switching-difference/ Accessed on April 11,2022.
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Translanguaging
Translanguaging is not intended to replace Code-Switching at all. They are two very different theoretical and analytical concepts, coming from different origins. Translanguaging is a process of meaning-and-sense-making. It defines language as a multilingual and multisensory sense and meaning-making resource.
https://blog.oup.com/2018/05/translanguaging-code-switching-difference/ Accessed on April 11,2022.
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Oracy
Oracy is to speaking what numeracy is to mathematics or literacy to reading and writing. In short, it's nothing more than being able to express yourself well. It's about having the vocabulary and the structures to say what you want to say and the ability to communicate your thoughts to the others. When developing communicative competence, oracy is also being developed.
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Wait Time
Wait time refers to two specific practices where instructors deliberately pause. First, wait time 1 constitutes a 3-5 seconds pause between asking a question and soliciting an answer. Second, wait time 2 is a 3-5 second pause after a student response. This time provides students time to think about the question and develop a response, either to the instructor's question or a peer's response. As a result, more students may be willing to answer the question and responses may be thoughtful.
https://www.kent.edu/ctl/wait-time-making-space-authentic-learning#:~:text=What%20Is%20Wait%20Time%3F,pause%20after%20a%20student%20response. Accessed on April 11, 2022.
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Heuristic play
Heuristic play is a type of child-centered learning that involves offering children a variety of everyday objects to explore and discover independently. This approach is popular in Montessori and Waldorf educational methods, as it supports sensory development, problem-solving, fine motor skills, and creativity. It encourages children to learn through self-directed, open-ended play.