Multilingual glossary of key terms in language education

One of the on-going processes throughout ELP use is the self-assessment of work and progress in learning, and recording this on a chronological basis. It is important to remember that self-assessment is valid both as a form of assessment and as an instrument of learning. With the support of teachers, learners can develop their skills of self-assessment and will become increasingly aware of learning demands, personal learning styles and how they may achieve success.

All ELP pages prompt learners to think, assess and record. The support of teachers is essential in the early stages of a language course but over time learners become empowered to carry out these procedures themselves. The ability to self-assess is a key transferable skill and, as such, will support learners far beyond the language class. (Lazenby Simpson 2012: 32)

“Immersion refers to the teaching of content exclusively through a foreign language. The emphasis is placed on subject teaching, and the language serves only as a means of delivering that instruction. We evaluate students’ knowledge of the subjects taught and not their proficiency in the foreign language.”

The influence of a teacher on learners; the influence of action research on classroom practice.

The effect created by an approach or idea, model or procedure, including tests or assessment processes. Impact is considered both in terms of the influence on teaching and education in general, and on the individuals who are affected by the actions and results.

A type of research that focuses on impact/effects of different approaches to language learning, teaching and assessment in different contexts and at different levels (individual, pedagogical, and structural).

To put something, for example an agreement or a plan, into effect.

The process of turning planning into action in a supportive, learner-focused environment. This also involves adapting the planned course flexibly and appropriately to circumstances and learner needs.

The process whereby an ELP is brought into systematic use by learners. It can be a complex process, incorporating planning, securing resources, promotion of the ELP concept among target teachers, learners and others, dissemination of advice and information, monitoring and evaluation.

The European Ministers of Education recommend that the governments of member states, in harmony with their education policies, create conditions favourable for the implementation and wide use of the ELP according to the Principles and Guidelines laid down by the Education Committee. Successful implementation depends on clear goals, commitment, effective structures and support, and a sustained effort.

Opportunities offered to learners or teachers to get involved, acquire perspective, make choices.

Facts and quantifiable data which can be measured and which will provide evidence about whether certain quality standards have been achieved. Very often, indicators are formulated as statements to which it is possible to answer Yes or No.

“Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of lifelong learning” (Prague Declaration, UNESCO, 2003, p. 1).

Something that is put in, taken in and/or operated on; texts proposed to learners to hear, read or see, and/or texts they themselves deliver for the use of others.

The core feature of oral or written communication between two or more people; requiring both receptive and productive competence but also social and pragmatic skills. In interaction, meaning is co-constructed.

Ability to exchange and collaborate efficiently and appropriately while using all the available technologies at hand.

The process of intercomprehension refers to speakers’ making links between two or more linguistic systems that they are familiar with to varying degrees in order to communicate.

Note:
The intercomprehension process is based on the interaction of the following two principles: the exploitation of the language contact phenomenon and the strategies of convergence and divergence during intergroup contact.
In Council of Europe (European Centre for Modern Languages) (2013), Glossary: ECML programme 2008-2011 “Empowering language professionals”, p. 182.

Knowledge, awareness and understanding of the relation – similarities and distinctive differences – between the ‘world of origin’ and the ‘world of the target community’ and beyond; intercultural awareness is enriched by awareness of a wider range of cultures than those carried by the learner’s L1 and L2.

The ability to communicate and interact effectively and appropriately with people of other national, regional or social cultures.

Intercultural competence can be defined as “the capacity to experience cultural otherness and use it to:

• reflect on matters that are usually taken for granted within one’s own culture and environment;
• evaluate one’s own everyday patterns of perception, thought, feeling and behaviour in order to develop greater self-knowledge and self-understanding;
• act as mediators among people of different cultures, to explain and interpret different perspectives.”

Capacity to interact positively, i.e. critically and empathetically, with any form of otherness. This competence is based essentially on skills and attitudes, but is developed through verbal interaction with educators and peers on the occasion of encounters with manifestations of otherness in the immediate or more distant environment. It is distinct from cultural competence and pluricultural competence (cf. cultural competence).

Words or expressions having the same meaning, being used in several languages in more or less adapted forms. (See also Cognates)