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Combination of face-to-face classroom methods with computer-mediated activities.

The CEFR is a document which provides descriptors (can-do statements) and prioritises the communicative competences of learners of foreign languages at different levels (A1, A2; B1, B2; C1, C2). These provide a basis for standardised assessment of a learner’s language proficiency.

Document which certifies that a person has successfully completed a structured course on teaching the target language.

Factors in the teaching environment that have an influence on the teaching and the learning process of learners, for example: country, age of the students (primary, secondary, adults), kind of school (public, private), etc.

Person responsible for the development and day to day operation of a specific language course.

Overall description of the aims, content, length, organisation, methods and evaluation of an educational course.

Self-contained unit that is part of a degree course.

Digitised content (text, graphics, audio, and video) for teaching that can be transmitted over the Internet or computer networks.Digitised content (text, graphics, audio, and video) for teaching that can be transmitted over the Internet or computer networks.Digitised content (text, graphics, audio, and video) for teaching that can be transmitted over the Internet or computer networks.

Evaluative or factual information recorded in writing. Examples of what can be: documented feedback given by the tutor / academic manager who has observed a teacher’s lesson; documented teaching practice that has been observed and assessed in writing by a tutor or academic manager; documented teaching experience number of hours a teacher has taught at an institution as formally recorded by employers.

Document that certifies a level of language proficiency usually following a set of agreed standards (in Europe, according to CEFR). 

Classroom interaction which involves various groups of students simultaneously doing a task together.

Large interactive display that connects to a computer and projector.

Teacher’s knowledge about the target language (form, meaning and use) and understanding of how the target language – and communication in general – works

Accounts of the psycholinguistic, cognitive and affective processes involved in learning a language and of the conditions that need to be met in order for these processes to take place.

The principles and methods of instruction applied when teaching students a foreign language.

Level of the student’s linguistic knowledge of the language and ability to use it.

Software for the administration, documentation, tracking, reporting and delivery of education courses or training programs, e.g. Moodle.

Learner’s approach to learning and using information, the ways in which a learner attempts to work out the meanings and uses of words, grammar rules and other aspects of the language they are learning. 

Learners’ individual and habitual ways of acquiring information and skills. 

Use of different symbols to indicate a type of mistake made in written work, e.g. WO – for wrong word order, S – for wrong spelling, etc.

An experienced teacher / tutor / academic manager who shares knowledge, skills, and perspectives to support the personal and professional growth of a less experienced teacher (the mentoree). 

Method of teacher training in which trainees practise teaching for a short period of time with peers or volunteer students, usually with a trainer observing them 

Accurate and appropriate examples of language structures that students can imitate, practise with and learn from.

Procedure for identifying why students need or wish to study the target language including the purposes for which and contexts in which they will use it.

Results of the learning process (what students have actually learned), which may differ from the objectives planned.

Classroom interaction in which each student works simultaneously on language learning tasks with a partner.

Procedure which aims to assess the language level of students prior to starting a course in order to place them in the right group.

The professional growth a teacher achieves in the process of gaining experience and knowledge and reflecting on his / her teaching.

Document showing that you have undergone assessment and successfully completed a teacher training or language course.

Procedure designed to assess learners’ developing language and skills in relation to the course they have been following.

Dictionaries, grammar books, teacher’s books, encyclopedias, etc.

Training designed to ensure that the teachers at the same institution use the same criteria, such as those specified in CEFR scales, when assessing their learners’ speaking and writing skills.

Fixed and / or simplistic ideas that people have of a particular type of person or culture or way of behaving, etc. 

Written outline and summary of the content of a course of instruction and the order in which language skills and / or knowledge are to be taught, usually including an indication of how the time should be allocated. 

Classroom language learning in which learners work on communicative and interactive activities. 

The way in which a teacher or institution applies principles and methods of language teaching.

A specific way of handling a classroom activity.

Working with another colleague to plan and conduct language lessons for the same group of learners.

Procedure for measuring ability, knowledge or performance. There are four basic types: diagnostic, placement, achievement / progress, and proficiency. 

Analyse and solve problems, identify and correct faults in classroom equipment.

The way language forms and vocabulary are actually used in speaking and writing.