Computer-Assisted Language Learning. Includes use of computer-based language programs such as ESL-specific software, educational podcasts, web pages, and CD-ROMs for educational purposes.

Short repetitive songs or rhythms that can be implemented to introduce or reinforce lesson material for second language students. Educators can use chants in small or whole group activities to help EFL learners become comfortable with the process of language acquisition.

Documentation used to negotiate with your students on the rules for the classroom and the consequences for violating them.

A group of words that always contains a subject and a verb in combination.

Computer-Mediated Communication. Refers to using computer technology, such as web chat programs or web conferencing tools (e.g., Zoom, Skype), to communicate with others.

A word having the same derivation in two languages and that is similar in both languages, not only in meaning, but also in spelling and pronunciation; “information” is a cognate of the Spanish word “información”.

Understanding and using language effectively (e.g., the student listens actively, initiates conversation, and maintains speech with peers) in an authentic school or social situation.

Output-based tasks (e.g., role play activities or paragraph-writing tasks) in a lesson that requires the use of target language.

A teaching approach focusing on student-to-student and student-to-teacher relationships to establish a healthy language learning environment.

A teaching method that focuses on content or contexts in which students would use English instead of solely focusing on grammar. A topic or theme is chosen and all language aspects are taught through that topic or theme.

When students work in small groups toward social and academic learning goals. Small mixed groups allow ESL students to feel at ease while learning English. Peers in the group support the new language learners as they discuss the lesson material in English. The group atmosphere provides a non-threatening environment for students and self-confidence is strengthened.

Feedback highlighting (and possibly correcting) student errors in speech, such as mispronunciations or grammatical errors.

Larger course aims for an extended period of time as opposed to learning objectives, which usually state what a student will be able to do at the end of a lesson. Course goals are often stated in terms of broad course content and tasks, or what a student will do over the length of a course.

Categories reflecting attitudes in different cultures that can be viewed on scales such as equality vs. hierarchy, direct vs. indirect, individual vs. group, and task vs. relationship.

A series of stages (honeymoon, culture-shock, adjustment, reverse culture shock) experienced by a person who is immersed in a foreign culture. The length of each stage varies from person to person and depends on previous travel experience, openness to new cultures, and willingness to adjust.