Glossary
Active phase: the second phase of a Desuggestopedia lesson, in which students
actively work with the language they have been introduced to in the receptive
phase.
Adjunct model: students enrolled in a regular academic course also take a language
course linked to the academic course.
Advance organization: a learning strategy focused on improving reading skills by
learning to preview and to skim to get the gist of a reading passage.
Affective filter: a metaphorical filter that is caused by a student’s negative emotions,
which reduce the student’s ability to understand the language spoken to them.
Analytic syllabus: ‘[O]rganized in terms of the purposes for which people are learning
language and the kinds of language performance that are necessary to meet those
purposes’ (Wilkins 1976: 13).
Antonym: a word with the opposite meaning to another word, e.g. ‘cold’ is the
antonym of ‘hot.’
Apprenticeship of observation: a term to describe the fact that teachers come to
teacher training with ideas about the teaching/learning process formed from the
years they have spent as students themselves (Lortie 1975).
Associationism: a learning theory that assumes that language learning takes place
when learners associate forms with their meanings.
Attitude of inquiry: a teacher’s commitment to inquire and reflect on his or her
teaching practice, learning from every experience (Larsen-Freeman 2000).
Authentic language: language used in a real context.
Banking method of education: a more ‘traditional’ form of education where the
teacher ‘deposits’ information in the students, making the assumption that the
teacher knows what the students need to learn.
Bottom-up approach to reading instruction: a learning to read approach that begins
with students learning the basic elements of language, e.g. sound–symbol
correspondences.
Cognate: a word with a similar appearance (and usually a similar meaning) across
languages.
Cognitive code approach: an approach in which learners are seen to be actively