100+ Glossary of Terminology for Language Teaching Methodology

Language Teaching Methodology Glossary of Terms

Language teaching methodology can be a complex and intricate field, full of jargon and specialized terminology. To make them easy to understand, we have compiled a glossary of over 100 key terms and definitions related to language teaching methodology, ranging from pedagogical approaches and techniques to linguistic concepts and assessment methods. Whether you’re teaching ESL, EFL, or a foreign language, this glossary can help you navigate the language teaching landscape with confidence and clarity.

Audio-Lingual Method:

A method of language teaching that emphasizes repetition and memorization of language patterns and structures through drills and exercises.

Communicative Language Teaching (CLT):

An approach to language teaching that emphasizes communication and interaction as the primary goal of language learning.

Content and Language Integrated Learning (CLIL):

An approach to language teaching that integrates language learning with subject matter content, similar to CBI, but with a greater emphasis on language learning.

Content-Based Instruction (CBI):

An approach to language teaching that integrates language learning with subject matter content, such as science or social studies.

Cooperative Learning:

A teaching approach that emphasizes group work and collaboration to promote learning and social skills.

Critical Pedagogy:

An approach to teaching that emphasizes critical thinking and social justice, with the goal of empowering students to become active agents of change in society.

Differentiated Instruction:

A teaching approach that involves tailoring instruction to meet the individual needs and abilities of each student in the classroom.

Direct Method:

An approach to language teaching that emphasizes learning through immersion in the target language, without the use of translation or explanation in the learner’s native language.

Flipped Classroom:

A teaching approach that involves students learning content outside of class through videos or online resources, and using class time for discussion, collaboration, and hands-on activities.

Grammar-Translation Method:

A traditional method of language teaching that focuses on learning grammar rules and translating texts from the target language into the learner’s native language.

Inquiry-Based Learning:

A teaching approach that involves students exploring and discovering information through hands-on activities and experimentation.

Multiple Intelligences:

A theory that suggests that individuals have different types of intelligence, and that teaching should accommodate these different learning styles.

Natural Approach:

An approach to language teaching that emphasizes the importance of natural language acquisition, similar to the way children learn their first language.

Project-Based Learning:

A teaching approach that involves students working on long-term projects that involve real-world problem-solving and collaboration.

Reflective Teaching:

A teaching approach that encourages teachers to reflect on their own teaching practices in order to improve student learning outcomes.

Student-Centered Instruction:

An approach to teaching that places the student at the center of the learning experience, emphasizing student choice and self-directed learning.

Suggestopedia:

A teaching method that uses relaxation and suggestion techniques to promote language learning.

Task-Based Language Teaching (TBLT):

An approach to language teaching that uses real-world tasks as the basis for language learning.

Teacher-Centered Instruction:

A traditional teaching approach that emphasizes the teacher as the primary source of knowledge and instruction.

The Accelerated Learning Approach:

An approach to teaching that uses brain-based learning principles to enhance learning and retention, with a focus on engagement and enjoyment.

The Analytic Approach:

An approach to language teaching that emphasizes the importance of breaking down language structures and analyzing them to understand how they work.

The Authentic Assessment Approach:

An approach to assessment that focuses on assessing students’ ability to apply knowledge and skills in real-world contexts, rather than just testing their knowledge.

The Cognitive Academic Language Learning Approach (CALLA):

An approach to language teaching that focuses on developing learners’ cognitive and academic language skills, including learning strategies and critical thinking skills.

The Collaborative Learning Approach:

An approach to teaching that involves students working in groups or pairs to complete tasks or projects, with a focus on collaboration and interdependence.

The Communicative Competence Approach:

An approach to language teaching that emphasizes the development of communicative competence, including linguistic, sociolinguistic, and strategic competence.

The Community Language Learning (CLL) Method:

An approach to language teaching that emphasizes the importance of building relationships and creating a supportive learning environment.

The Computer-Assisted Language Learning (CALL) Approach:

An approach to language teaching that uses technology, such as computers and the internet, to enhance language learning.

The Consciousness-Raising Approach:

An approach to language teaching that involves raising learners’ awareness of the language structures and rules through guided discovery and analysis.

Content and Language Integrated Learning (CLIL) Approach:

An approach to language teaching that integrates language learning with subject matter content, with a focus on both language and subject knowledge.

Content-Based Instruction (CBI) or Content-Based Language Teaching (CBLT) Approach:

An approach to language teaching that integrates language learning with subject matter content, with a focus on language learning.

Conversation Analysis Approach:

An approach to language teaching that uses conversation analysis to analyze and teach the structures and patterns of spoken language.

Cooperative Language Learning (CLL) Approach:

An approach to language teaching that emphasizes cooperation and collaboration among learners, with a focus on peer teaching and learning.

Corpus-Based Approach:

An approach to language teaching that uses corpora (large collections of authentic language data) to inform language teaching and learning.

Critical Thinking Approach:

An approach to teaching that emphasizes the development of critical thinking skills, with a focus on analyzing and evaluating information and ideas.

Cyber Language Learning Approach:

An approach to language learning that uses digital technologies and online resources to facilitate language learning and communication.

Deductive Approach:

An approach to language teaching that involves presenting grammar rules and patterns first, followed by examples of how to use them.

Dialogic Approach:

An approach to language teaching that emphasizes dialogue and discussion, with a focus on developing communicative competence and critical thinking skills.

Digital Storytelling Approach:

An approach to language teaching that uses digital tools and media to create and share stories, with a focus on language and digital literacy.

Dogme Approach:

An approach to language teaching that emphasizes the importance of teaching without course books, using learners’ interests and experiences as the basis for language learning.

Drama in Education Approach:

An approach to teaching that involves using drama and role-play to promote language learning, with a focus on communicative competence and creativity.

Drama-Based Approach:

An approach to language teaching that uses drama and role-play to promote language learning, with a focus on communicative competence.

Dynamic Assessment Approach:

An approach to assessment that involves assessing learners’ potential for learning, rather than just measuring their current level of proficiency.

Eclectic Approach:

An approach to language teaching that combines different teaching methods and approaches, with a focus on adapting teaching to suit the needs and preferences of individual learners.

Ecological Approach:

An approach to language teaching that takes into account the environmental and social factors that affect language learning, with a focus on creating a supportive learning environment.

Emergent Language Teaching Approach:

An approach to teaching that responds to learners’ emergent language needs and interests, with a focus on learner-centered and personalized instruction.

Emotional Intelligence Approach:

An approach to teaching that emphasizes the importance of developing emotional intelligence in students, with a focus on self-awareness, empathy, and social skills.

Experiential Language Learning Approach:

An approach to language teaching that involves hands-on and experiential learning, with a focus on learning by doing and reflecting.

Flipped Classroom Approach:

An approach to teaching that involves students learning content outside of class through videos or online resources, and using class time for discussion, collaboration, and hands-on activities.

Four Skills Approach:

An approach to language teaching that emphasizes the development of four language skills – listening, speaking, reading, and writing – as equal and interconnected components of language learning.

Genre-Based Writing Approach:

An approach to language teaching that focuses on teaching writing through the analysis and production of authentic genres of texts, with a focus on both language and genre knowledge.

Grammar-In-Context Approach:

An approach to language teaching that teaches grammar in context, emphasizing the use of authentic language samples to teach grammar structures.

Humanistic Approach:

An approach to language teaching that emphasizes the importance of learner autonomy, creativity, and self-expression.

Inclusive Language Teaching Approach:

An approach to teaching that emphasizes the importance of creating a safe and inclusive learning environment for all learners, including those from diverse backgrounds and with diverse learning needs.

Inductive Approach:

An approach to language teaching that involves presenting language examples and guiding learners to discover grammar rules and patterns themselves.

Input Hypothesis:

A theory that suggests that language learning occurs when learners are exposed to language input that is just beyond their current level of proficiency.

Inquiry-Based Approach:

An approach to language teaching that focuses on inquiry and discovery, with a focus on critical thinking and problem-solving.

Inquiry-Based Learning Approach:

An approach to teaching that involves students exploring and discovering information through hands-on activities and experimentation.

Inquiry-Oriented Language Teaching Approach:

An approach to teaching that involves learners exploring and discovering language through inquiry-based activities, with a focus on critical thinking and problem-solving.

Integrated Skills Approach:

An approach to language teaching that emphasizes the integration of all four language skills – listening, speaking, reading, and writing – in a communicative context.

Interactive Approach:

An approach to language teaching that emphasizes interaction and communication between learners and between learners and the teacher, with a focus on developing communicative competence.

Interactive Whiteboard (IWB) Approach:

An approach to language teaching that uses digital whiteboards to enhance language learning and teaching.

Intercultural Approach:

An approach to language teaching that emphasizes the importance of developing intercultural competence, with a focus on understanding and respecting cultural differences.

Language Awareness Approach:

An approach to language teaching that emphasizes the importance of developing learners’ language awareness, including phonological, grammatical, and lexical awareness.

Language Experience Approach:

An approach to language teaching that uses the learner’s personal experiences and interests as the basis for language learning.

Language for Specific Purposes (LSP) Approach:

An approach to language teaching that focuses on teaching language skills and vocabulary specific to a particular profession or field of study.

Learning Styles Approach:

An approach to teaching that takes into account learners’ preferred learning styles and adapts teaching to accommodate these different styles.

Lexical Approach:

An approach to language teaching that emphasizes the importance of teaching vocabulary in context and as whole units of meaning, rather than as isolated words or grammar rules.

The Lexical Syllabus:

A syllabus that is based on the teaching of vocabulary and lexical chunks, with grammar taught in the context of the vocabulary being taught.

The Metacognitive Approach:

An approach to language teaching that emphasizes the importance of developing metacognitive skills, including self-awareness, self-regulation, and reflection.

The Mindfulness-Based Learning Approach:

An approach to teaching that involves cultivating mindfulness and awareness in students, with a focus on reducing stress and promoting well-being.

The Multimodal Approach:

An approach to language teaching that uses multiple modes of communication and representation, including visual, auditory, and tactile.

The Multiple Intelligences Approach:

A teaching approach that recognizes that students have different types of intelligence, and that teaching should be adapted to accommodate these different learning styles.

The Natural Order Hypothesis:

A theory that suggests that language learning follows a predictable and natural order, with learners acquiring language structures in a specific sequence.

The Output Hypothesis:

A theory that suggests that language learning occurs when learners are given opportunities to produce language output and receive feedback on their production.

The Personalized Learning Approach:

An approach to teaching that involves tailoring instruction to meet the individual needs and interests of each student, with a focus on self-directed learning and choice.

The Portfolio-Based Approach:

An approach to language learning and assessment that involves learners creating a portfolio of their work and reflecting on their language learning progress.

The PPP (Presentation, Practice, Production) Approach:

An approach to language teaching that involves presenting a language item, practicing it, and then producing it in a communicative context.

The Problem-Based Learning (PBL) Approach:

An approach to teaching that involves students working on real-world problems or challenges, with a focus on collaboration and critical thinking.

The Problem-Solving Approach:

An approach to teaching that involves learners solving real-world problems or challenges, with a focus on critical thinking and communication skills.

The Process-Oriented Approach:

An approach to language teaching that focuses on the process of learning rather than the product, with a focus on collaboration and reflection.

The Project-Based Language Learning (PBLL) Approach:

An approach to language teaching that involves students working on long-term, interdisciplinary projects, with a focus on language learning and real-world problem-solving.

 

The Reflective Practice Approach:

An approach to teaching that emphasizes reflection and self-evaluation, with a focus on improving teaching practices and student learning outcomes.

The Reflective Teaching Approach:

An approach to teaching that involves teachers reflecting on their teaching practices and student learning outcomes, with a focus on improving teaching and learning.

The Reggio Emilia Approach:

An approach to language teaching that emphasizes the importance of child-centered learning and project-based activities.

The Self-Access Language Learning (SALL) Approach:

An approach to language learning that involves learners taking responsibility for their own learning, with the support of materials and resources provided by the teacher.

The Self-Directed Learning Approach:

An approach to teaching that involves learners taking responsibility for their own learning, with a focus on autonomy, self-regulation, and motivation.

The Sheltered Instruction Observation Protocol (SIOP) Approach:

An approach to language teaching that provides language instruction in a sheltered, supportive environment, with a focus on making content accessible to all learners.

The Silent Period Approach:

An approach to language teaching that acknowledges the importance of a silent period in language learning, where learners listen and observe before speaking.

The Silent Way:

A teaching method that emphasizes learner autonomy and uses silence and gesture to guide learners in their language learning.

The Socio-Cultural Approach:

An approach to language teaching that emphasizes the importance of the social and cultural context of language learning, with a focus on communicative competence and socialization.

The Synthetic Approach:

An approach to language teaching that emphasizes the importance of building up language structures and patterns from simple to complex, with a focus on communication.

The Tandem Language Learning Approach:

An approach to language learning that involves two learners of different native languages working together to learn each other’s language, with a focus on communication and cultural exchange.

The Tandem Learning Approach:

An approach to language learning that involves pairing up learners who are native speakers of different languages, with each learner helping the other to learn their language.

The Task and Content Based Language Teaching (TCLT) Approach:

An approach to language teaching that combines the task-based and content-based approaches, emphasizing the integration of language learning and real-world tasks.

The Test-Driven Approach:

An approach to language teaching that focuses on preparing students for standardized tests, with a focus on test-taking strategies and practice.

The Test-Teach-Test Approach:

An approach to language teaching that involves assessing learners’ language level, teaching language items based on the assessment, and then retesting learners to assess their progress.

The Total Physical Response Storytelling (TPRS) Approach:

An approach to language teaching that uses stories and physical movement to teach language, with a focus on listening and comprehension.

The Universal Design for Learning (UDL) Approach:

An approach to teaching that emphasizes the importance of designing instruction that is accessible and inclusive for all learners, including those with disabilities or diverse learning needs.

The Virtual Language Learning (VLL) Approach:

An approach to language learning that uses digital platforms and technologies to facilitate language learning and communication.

The ZPD (Zone of Proximal Development):

A concept from the field of cognitive psychology, which suggests that language learning occurs when learners are given tasks that are just beyond their current level of ability.

Total Physical Response (TPR):

An approach to language teaching that emphasizes the use of physical movement and gestures to reinforce language learning.

References

• American Council on the Teaching of Foreign Languages. (2021). Language teaching methods. Retrieved from https://www.actfl.org/resources/methods-and-approaches
• British Council. (n.d.). TeachingEnglish. Retrieved from https://www.teachingenglish.org.uk/article/methodology
• Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
• Brown, H. D. (2014). Principles of language learning and teaching. Pearson Education.
• Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
• National Council of Teachers of English. (2021). Teaching methods. Retrieved from https://www.ncte.org/resources/teaching-methods/
• Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle.
• Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
• Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274.