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Glossary
Browse the glossary using this index
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R |
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Role PlayAn activity during which students imagine
themselves in a situation outside the classroom (e.g., in a restaurant), and
play the role of someone else (e.g., a waitress), and use language appropriate
to this new context. The situation, characters, and problem (task) may be
written on role play cards by the teacher to encourage more creative scenarios
and better language production. | |
RoutineEstablishing classroom routines that allow ESL
students to become familiar with what happens in the classroom every day. The
repetitive tasks help second language learners to become comfortable in a safe
classroom environment. Self-confidence will be gained if these students know
the order in which activities occur daily. | |
S |
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ScanningLooking for or listening for specific bits of
information to answer a query. | |
SchemaA theory stating that a student brings in his or
her own knowledge and experiences when trying to read or listen to a
text/selection. | |
SchwaSchwa /ǝ/ is the smallest English vowel sound.
It is the most frequent vowel sound in continuous (connected) speech, yet it
never carries stress. | |
Second Language Acquisition (SLA)When ESL students are capable of internalizing
the new (second) language and communicating effectively. The educator needs to
implement modifications in classroom instruction until the second language
learner has mastered English. Speaking English for simple communication will
happen in the early acquisition stages; however, complete language acquisition
takes at least five to seven years. (see “Acquisition”) | |