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Glossary of Terms:

 

 

  • Simultaneous bilingualism:  When a children learn two languages from birth (Baker, 2011, p.3)

 

  • Continuous bilingualism: When children learns a second language after about three years of age. (Baker, 2011, p. 3)

 

  • Metalinguistic awareness: is to begin to appreciate that the stream of speech, beginning with the acoustic signal and ending with the speakers intended meaning (Tunmer, W.E., Herriman, M.L. and Nesdale, A.R., 1984,  p. 12).

 

  • Synthehtic Phonics:  “Teaches the child to identify the sound represented by each letter, or letter cluster, in a word and then to blend those sounds to give the word (i.e. blending the sounds /t/ /a/ /p/ will result in the word Tap)” (Preview in Benefits of Systematic Phonics Instruction. p.1. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/10888430903001308#preview )

 

  • Analyithic Phonics:  “Make chidlern aware that certain words share sounds segments by teaching them letter combinations in set of words, for example, teaching sets of words that share common beginning or ending letter sequences with a common pronunciation” (Preview in Benefits of Systematic Phonics Instruction. p.1. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/10888430903001308#preview )

 

  • Language acquisition: It is defined by researchers into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems. Retrieved from:  http://www.colorincolorado.org/article/26751/

 

  • Learner centered teaching: The term, "learner-centered" describes a concept and a practice in which students and professors learn from one another. It proposes a global shift away from instruction that is fundamentally teacher-centered, at times glibly termed “sage on the stage,” focusing instead on learning outcomes. It is not intended to diminish the importance of the instructional side of the classroom experience. Instead, instruction is broadened to include other activities that produce desirable learning outcomes. Learner-centered teachers articulate what we expect our students to learn, design educational experiences to advance their learning, and provide opportunities for them to demonstrate their success in achieving those expectations. Retrieved from: http://cet.usc.edu/resources/teaching_learning/docs/LearnerCentered_Resource_final.pdf

 

 

 

  • Metacognition: Knowledge and beliefs about one's own cognitive processes, an important class of metacognition being metamemory. The term is also sometimes applied to regulation of cognitive functions, including planning, checking, or monitoring, as when one plans one's cognitive strategy for memorizing something, checks one's accuracy while performing mental arithmetic, or monitors one's comprehension while reading, and these forms of metacognition are called metacognitive regulation in contradistinction to metacognitive knowledge. Retrieved from: http://www.oxfordreference.com/view/10.1093/oi/authority.20110803100152784 )

 

 

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