Competence Unit 1 The Teaching of English in Early Years.

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A rigorous A–Z set of terms and precise definitions drawn from early language learning literature.

Créé par

Alejandro Blanco

Spain

Téléchargez la version pour jouer sur papier

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Competence Unit 1 The Teaching of English in Early Years.


Competence Unit 1 The Teaching of English in Early Years.Version en ligne A rigorous A–Z set of terms and precise definitions drawn from early language learning literature. par Alejandro Blanco A B C D E F G H I J L M N O P Q R S T U V X Y Z Starts with A Process by which a language is learned naturally and effortlessly, with similarities to first-language development. Starts with B Proponent of Language scaffolding, advocating structured support to help children progress toward independence. Starts with C Proposes Universal Grammar, an innate set of grammatical principles guiding language learning. Starts with D Piagetian framework suggesting language activities should align with a child’s cognitive maturation. Starts with E Author associated with the Benefits of the Bilingual Brain, highlighting cognitive advantages of bilingualism. Starts with F Investigates factors affecting strength of perceived foreign accent in a second language. Starts with G Researcher on attitudes and motivation in second language learning, a key sociolinguistic factor. Starts with H Notional term referring to scaffolding and support mechanisms that enable learner independence (contextual interpretation from scaffolding literature). Starts with I Idea that language learning capabilities are biologically prepared for rapid acquisition in early childhood. Starts with J Comparative placement of theories (e.g., Chomsky vs. Piaget) to evaluate language acquisition mechanisms. Starts with L Co-author related to attitudes and motivation in second language learning, emphasizing affective factors. Starts with M Biological development influencing readiness for certain language tasks and abstract features. Starts with N Perspective that language ability is guided by innate capacities present at birth. Starts with O The source of language abilities attributed to early exposure and inherent cognitive mechanisms. Starts with P Champion of stages of cognitive development, informing age-appropriate language activities. Starts with Q Critical examination of theories (e.g., Universal Grammar vs. developmental constraints) in SLA. Starts with R Editor/authorial figure associated with second language acquisition research and compilations. Starts with S Supportive structures provided by more knowledgeable others to guide learners toward independent usage. Starts with T Guided instructional interaction that can accelerate L2 development through targeted feedback. Starts with U Innate set of structural rules posited to underlie all human languages. Starts with V Emphasizes social interaction and Zone of Proximal Development as engines of learning. Starts with X Conceptual lens for studying language acquisition across diverse linguistic environments. Starts with Y Children in early stages of education who show heightened plasticity for language uptake. Starts with Z Zone of Proximal Development: the difference between what a learner can do unaided and with guidance.

Competence Unit 1 The Teaching of English in Early Years.

Mots Roulette

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Competence Unit 1 The Teaching of English in Early Years.Version en ligne

par Alejandro Blanco

Starts with A

Process by which a language is learned naturally and effortlessly, with similarities to first-language development.

Starts with B

Proponent of Language scaffolding, advocating structured support to help children progress toward independence.

Starts with C

Proposes Universal Grammar, an innate set of grammatical principles guiding language learning.

Starts with D

Piagetian framework suggesting language activities should align with a child’s cognitive maturation.

Starts with E

Author associated with the Benefits of the Bilingual Brain, highlighting cognitive advantages of bilingualism.

Starts with F

Investigates factors affecting strength of perceived foreign accent in a second language.

Starts with G

Researcher on attitudes and motivation in second language learning, a key sociolinguistic factor.

Starts with H

Notional term referring to scaffolding and support mechanisms that enable learner independence (contextual interpretation from scaffolding literature).

Starts with I

Idea that language learning capabilities are biologically prepared for rapid acquisition in early childhood.

Starts with J

Comparative placement of theories (e.g., Chomsky vs. Piaget) to evaluate language acquisition mechanisms.

Starts with L

Co-author related to attitudes and motivation in second language learning, emphasizing affective factors.

Starts with M

Biological development influencing readiness for certain language tasks and abstract features.

Starts with N

Perspective that language ability is guided by innate capacities present at birth.

Starts with O

The source of language abilities attributed to early exposure and inherent cognitive mechanisms.

Starts with P

Champion of stages of cognitive development, informing age-appropriate language activities.

Starts with Q

Critical examination of theories (e.g., Universal Grammar vs. developmental constraints) in SLA.

Starts with R

Editor/authorial figure associated with second language acquisition research and compilations.

Starts with S

Supportive structures provided by more knowledgeable others to guide learners toward independent usage.

Starts with T

Guided instructional interaction that can accelerate L2 development through targeted feedback.

Starts with U

Innate set of structural rules posited to underlie all human languages.

Starts with V

Emphasizes social interaction and Zone of Proximal Development as engines of learning.

Starts with X

Conceptual lens for studying language acquisition across diverse linguistic environments.

Starts with Y

Children in early stages of education who show heightened plasticity for language uptake.

Starts with Z

Zone of Proximal Development: the difference between what a learner can do unaided and with guidance.