TKT: Young Learners key terms

The process by which children grow and change physically, mentally, socially and emotionally from birth to adolescence. Teachers use knowledge of this process to choose suitable activities, materials and expectations for each age group.

Changes over time in how children think, remember, reason and solve problems. In young learners this moves from concrete, hands-on thinking towards more abstract thinking, which affects how much language and what kind of tasks they can manage.

A period described by Piaget, roughly ages seven to eleven, when children can reason logically about real objects and events but struggle with abstract ideas. Language tasks for this age work best when linked to things they can see, touch or act out.

Vygotsky's term for the gap between what a child can do alone and what they can do with help from a more able person. Working inside this zone, with support that is gradually removed, pushes learning forward.

The length of time a child can stay focused on one activity before losing concentration. Young learners have short spans, so lessons need varied, brief activities and frequent changes of focus to keep them engaged.

The drive to do something because it is enjoyable or interesting in itself, not for a reward. Activities such as games, stories and songs help young learners learn because the activity is satisfying on its own.

The drive to do something in order to gain a reward or avoid a punishment, such as stickers, points or praise. It can start learners on a task but is usually weaker than interest in the activity itself.

Preferred ways in which a learner takes in and processes information, for example through seeing, hearing or doing. Varying presentation and practice helps more children in the class meet new language in a way that suits them.

How positively or negatively a child feels about themselves and their abilities. Repeated failure or public correction can lower it, so teachers give achievable tasks, praise effort and treat mistakes as a normal part of learning.

The language a child learns from birth at home, also called the mother tongue. Knowing about a child's first language helps teachers predict difficulties in English and decide when, if ever, to use it in class.

A written description of what will happen in one lesson: aims, stages, activities, materials, timing and how learning will be checked. It helps the teacher prepare, keep on track and reflect afterwards.

Statements of what learners should know or be able to do by the end of a lesson, for example recognising ten farm animals. Clear aims guide the choice of activities and make it possible to judge whether the lesson worked.

A long-term plan showing how the syllabus is covered over a term or year, listing topics, language, activities and assessment points lesson by lesson or week by week. It gives overall coherence and balance to a course.

Planning a series of lessons around one subject children find interesting, such as dinosaurs or food, so that language is practised through the topic. The topic gives context and repetition, helping children connect new language to the world.

Teaching in which English lessons link to content from other school subjects, such as maths, science or art. Children use English as a tool for real learning, which adds purpose and interest.

Content and Language Integrated Learning: teaching a school subject through a second language so that learners learn both the subject content and the language at the same time. In primary classes it is usually short, simple and supported by visuals.

Regular, predictable sequences of activity that children meet in every lesson, such as a greeting song or a goodbye game. Routines give security, save time on instructions and help children know what comes next.

Adapting tasks, materials, support or expected outcomes so that children of different levels and needs can all take part and progress. It can mean extra help, extension tasks or different ways of showing understanding.

Objects, pictures, flashcards, puppets or board drawings used to make meaning clear without long explanations. They support young learners who understand much more than they can say and help keep attention.

Presenting language again and again in new contexts so that children meet it many times and gradually remember it. Young learners forget quickly, so revision is built into lessons and activities rather than saved for tests.

A method in which children respond to spoken instructions with physical actions, such as standing up or touching their nose. It links language to movement, suits energetic learners and does not require immediate speaking.

Temporary support a teacher gives a child to complete a task they could not yet do alone, such as prompts, models or sentence frames. The support is gradually removed as the child becomes able to work independently.

Showing learners exactly what to do by demonstrating the task, saying the language or giving an example answer before they try it. Clear models reduce confusion, especially when instructions are given in English.

Getting language from learners through questions, pictures or prompts instead of simply telling them. It shows what they already know, keeps them active and makes new language more memorable.

Repeating a word, phrase or sentence several times, often as a class and then individually, to practise pronunciation and fix the form in memory. Drills are kept short, lively and meaningful for young learners.

Telling or reading a story to children, using voice, gesture, pictures and repetition. It gives natural repetition of language, develops listening and motivates children to join in with phrases.

Comments or gestures that show a child their effort or answer is valued, such as 'well done' or a smile. Specific praise for effort encourages participation and builds confidence in young learners.

The way a teacher responds when learners make mistakes, for example by repeating correctly, prompting or asking them to try again. With young learners, correction is usually gentle, focused and given after fluency work.

The set phrases a teacher uses for managing the lesson, such as 'sit down', 'open your books' or 'listen carefully'. Consistent, simple classroom language gives children useful exposure to English and keeps lessons running smoothly.

Organising children, space, time, materials and behaviour so that learning can take place. It includes setting clear expectations, giving instructions, managing transitions and arranging groupings.

Collecting information about what learners can do in order to make decisions about their learning. It includes formal tests, classroom observation, work in portfolios and talking with children about their progress.

Checking learning during teaching in order to adjust the lesson and help learners improve, rather than to give a grade. Examples include observing, questioning, thumbs-up signals and short informal tasks.

Assessment that measures what learners have achieved at the end of a period, such as an end-of-term test or a final project. It usually results in a mark or report for parents and the school.

Judging learners' progress from their everyday work, effort and participation throughout the course rather than from a single final test. It gives a fuller picture, especially for young learners who may not perform well in tests.

Watching and listening to children as they work in class to notice what they can do, where they struggle and how they use language. Notes from observation inform planning and informal assessment.

Activities in which children judge their own work or learning, for example colouring a smiley face or ticking 'I can do this'. It builds awareness of progress, though it must be simple and modelled for young learners.

A collection of a child's work over time, such as drawings, worksheets, audio recordings and projects. It shows progress and effort, and can be shared with parents as evidence of learning.

A list of specific points, skills or behaviours for a teacher or child to tick when they are seen. Checklists make assessment quick and consistent and show clearly what has or has not been achieved.

A table describing different levels of performance for a task, with short descriptions of what each level looks like. It helps teachers judge work consistently and shows children what good work includes.

Information given to learners about how well they did and what to do next. With young learners it is often immediate, spoken, encouraging and focused on one or two points they can act on.