knowledge’ (Rubin 1975: 43).Linguistic competence: mastery of the linguistic structures of the target language.
Literacies: literacy in the unique forms, vocabulary, and norms of different discourses,
e.g. those of politics or business.
Metacognitive strategies: learning strategies that are used to plan, monitor, and
evaluate a learning task, e.g. arranging conditions for learning, setting long and
short-term goals and checking one’s comprehension during listening and reading
(Chamot and O’Malley 1994).
Minimal pair: pairs of words which differ in only one sound, e.g. ‘ship’ and ‘sheep.’
Multicompetence: being able to use more than one language in a way that one’s needs
are met without necessarily imitating monolingual native speaker use.
Peripheral learning: students learn from what is present in the environment, even if
their attention is not directed to it.
Pluralism: the belief that there is some value in each method.
Plurilingualism: an individual’s language proficiency in several languages.
Principled eclecticism: teachers build their own method by blending aspects of other
methods in a principled manner.
Recast: a form of corrective feedback in which a teacher reformulates correctly what a
student has said incorrectly.
Receptive phase: the first phase in a Desuggestopedia lesson where a dialogue is read
with musical accompaniment and read a second time at normal speed.
Register: the level of formality of a text.
Relativism: the belief that each method has its strengths and weaknesses and that
therefore different methods are suitable for different contexts.
SAARRD: in Counseling-Learning/Community Language Learning, this acronym
represents the six elements necessary for nondefensive learning: S = Security; A =
Aggression (students are given the opportunity to assert themselves); A = Attention
(students’ attention is focused); R = Reflection; R = Retention (integration of the
new material takes place within the whole self); D = Discrimination (sorting out the
differences among target language forms).
Scaffolding: language support provided by a teacher, which enables learners to
communicate something they could not do otherwise, e.g. building a complete
utterance together with the students.
Sheltered Instruction Observation Protocol (SIOP): effective practices for sheltered
instruction (Short and Echevarria 1999).
Sheltered-language instruction: an instructional approach that allows for the