DELTA Module Three cheat sheet

Age bands that shape DELTA YL planning: under-7s (pre-literacy, ~5-10 minute attention spans), 7-9 (emergent literacy), 10-12 (increasing metacognition, growing tolerance for abstraction).

Krashen's affective filter: anxiety, low self-confidence and boredom raise the filter and block intake; low-stakes routines, praise and predictable lesson shapes lower it.

Piaget stages relevant to YL: pre-operational (2-7, egocentric, needs concrete objects), concrete operational (7-11, can classify and seriate with real materials), formal operational (11+, abstract reasoning possible).

Vygotsky's ZPD and scaffolding: the task must be just beyond independent competence; scaffolds include modelling, prompts, visual support and peer collaboration, then are withdrawn (fading).

Total Physical Response (Asher): comprehension precedes production; imperatives and physical response suit young beginners and reduce output pressure.

Classroom management levers for YL: signal routines for transitions, seating that allows movement, clear short instructions checked by demonstration rather than translation, and consistent consequences.

Assessment for YL is formative and observation-based: checklists, portfolios, self-assessment with smileys or traffic lights; high-stakes written tests are generally inappropriate under age 10.

Lesson shape rule for YL: short, varied activity cycles (stir-settle alternation), with a routine opening and closing so learners predict the frame.

Andragogy (Knowles): adult learners are self-directed, bring experience as a resource, are problem-centred rather than subject-centred, and need relevance to real roles.

Malcolm Knowles' assumptions imply negotiation: involving learners in goal-setting and task choice raises commitment more than externally imposed syllabi.

Anxiety and face threat are central in adult classes; error correction should target the lesson's focus and avoid public exposure, because adults often monitor heavily.

Adult attention and cognitive load: adults tolerate longer tasks than children but working-memory limits still apply; chunk input and avoid simultaneous new language plus new task procedure.

Kolb's experiential cycle: concrete experience, reflective observation, abstract conceptualisation, active experimentation; DELTA tasks often require justifying where a stage sits in this cycle.

Affective variables in adult learning include prior negative school experience; diagnosing this shapes grouping, feedback style and the use of L1.

Adult motivation typology: integrative, instrumental, intrinsic and extrinsic; course design should make instrumental payoff (work, exams, travel) explicit.

Age and critical period: adults can reach high proficiency but typically need more explicit attention to phonology and form than young learners; fluency does not emerge from exposure alone.

ESP definitional criterion (Hutchinson & Waters): ESP is not a methodology but a learner-need-driven approach; the defining question is why the learner needs English, not which method is used.

Needs analysis types: target situation analysis (what tasks the learner will do), present situation analysis (current competence and lacks), learning needs analysis (how they prefer to learn).

Genre and move analysis (Swales): a genre such as a research article abstract has conventional rhetorical moves; ESP syllabi can be sequenced by move rather than by grammar point.

Register analysis limits: counting frequent forms in a specialist corpus describes texts but does not by itself produce a teachable syllabus; it must be combined with task analysis.

EAP vs EOP distinction: English for Academic Purposes serves study (lectures, seminars, essays, reading), English for Occupational Purposes serves workplace performance.

Authentic materials in ESP: corpus extracts, real reports, workplace documents and recordings; simplification is allowed but must preserve the target genre's key features.

CLIL contrast: in CLIL the subject content drives the lesson and language is incidental; in ESP the language and communication task is the primary objective.

Assessment in ESP should mirror the target task: a business learner writing emails is assessed on an email task with genre-appropriate criteria, not on a general grammar test.

TPACK model: effective technology use requires the intersection of technological, pedagogical and content knowledge; tool choice alone is insufficient.

SAMR model (Puentedura): Substitution, Augmentation, Modification, Redefinition; only Modification and Redefinition change the learning task itself.

Blended learning modes: rotation, flex, a la carte and enriched virtual; the mode determines how much face-to-face time remains and what is done online.

Digital affordances to justify tool choice: multimodality, immediacy of feedback, asynchronicity, collaboration across distance, and recordability for review.

Asynchronous vs synchronous design rule: input and practice can be asynchronous; interaction-heavy tasks such as negotiation and live feedback benefit from synchronous delivery.

Online assessment integrity measures include item randomisation, time limits, authorship checks, and task designs requiring process evidence such as drafts.

Digital literacy is a teachable objective, not an assumption: learners need explicit instruction in navigating platforms, netiquette and evaluating online sources.

Accessibility and the digital divide: bandwidth, device type and assistive technology requirements must be checked before a tool is built into a lesson plan.

Monolingual vs multilingual orientation: the multilingual turn treats learners' other languages as a resource for meaning-making, not as interference to be eliminated.

Translanguaging (Garcia & Wei): learners deploy their full linguistic repertoire strategically; the teacher's decision is when L1 use supports or diverts from the target.

L1 functions documented in classroom research: clarifying instructions, managing behaviour, building rapport, explaining grammar, and peer scaffolding during collaborative tasks.

English as a Lingua Franca (ELF): most interaction is between non-native speakers; intelligibility and accommodation strategies matter more than native-speaker accent targets.

World Englishes (Kachru's concentric circles): Inner, Outer and Expanding Circle varieties; teaching should not present only Inner Circle norms as correct.

Language distance and transfer: L1 influence can be positive or negative depending on typology; contrastive awareness tasks help where structures diverge markedly.

Multilingual classroom planning rule: state the intended function of any L1 use in the plan (e.g. brainstorming, checking comprehension) so it is principled rather than default.

Assessment fairness in multilingual settings: tasks should not require cultural knowledge unrelated to the language construct being measured.

Age bands that shape DELTA YL planning: under-7s (pre-literacy, ~5-10 minute attention spans), 7-9 (emergent literacy), 10-12 (increasing metacognition, growing tolerance for abstraction).

Krashen's affective filter: anxiety, low self-confidence and boredom raise the filter and block intake; low-stakes routines, praise and predictable lesson shapes lower it.

Piaget stages relevant to YL: pre-operational (2-7, egocentric, needs concrete objects), concrete operational (7-11, can classify and seriate with real materials), formal operational (11+, abstract reasoning possible).

Vygotsky's ZPD and scaffolding: the task must be just beyond independent competence; scaffolds include modelling, prompts, visual support and peer collaboration, then are withdrawn (fading).

Total Physical Response (Asher): comprehension precedes production; imperatives and physical response suit young beginners and reduce output pressure.

Classroom management levers for YL: signal routines for transitions, seating that allows movement, clear short instructions checked by demonstration rather than translation, and consistent consequences.

Assessment for YL is formative and observation-based: checklists, portfolios, self-assessment with smileys or traffic lights; high-stakes written tests are generally inappropriate under age 10.

Lesson shape rule for YL: short, varied activity cycles (stir-settle alternation), with a routine opening and closing so learners predict the frame.

Andragogy (Knowles): adult learners are self-directed, bring experience as a resource, are problem-centred rather than subject-centred, and need relevance to real roles.

Malcolm Knowles' assumptions imply negotiation: involving learners in goal-setting and task choice raises commitment more than externally imposed syllabi.

Anxiety and face threat are central in adult classes; error correction should target the lesson's focus and avoid public exposure, because adults often monitor heavily.

Adult attention and cognitive load: adults tolerate longer tasks than children but working-memory limits still apply; chunk input and avoid simultaneous new language plus new task procedure.

Kolb's experiential cycle: concrete experience, reflective observation, abstract conceptualisation, active experimentation; DELTA tasks often require justifying where a stage sits in this cycle.

Affective variables in adult learning include prior negative school experience; diagnosing this shapes grouping, feedback style and the use of L1.

Adult motivation typology: integrative, instrumental, intrinsic and extrinsic; course design should make instrumental payoff (work, exams, travel) explicit.

Age and critical period: adults can reach high proficiency but typically need more explicit attention to phonology and form than young learners; fluency does not emerge from exposure alone.

ESP definitional criterion (Hutchinson & Waters): ESP is not a methodology but a learner-need-driven approach; the defining question is why the learner needs English, not which method is used.

Needs analysis types: target situation analysis (what tasks the learner will do), present situation analysis (current competence and lacks), learning needs analysis (how they prefer to learn).

Genre and move analysis (Swales): a genre such as a research article abstract has conventional rhetorical moves; ESP syllabi can be sequenced by move rather than by grammar point.

Register analysis limits: counting frequent forms in a specialist corpus describes texts but does not by itself produce a teachable syllabus; it must be combined with task analysis.

EAP vs EOP distinction: English for Academic Purposes serves study (lectures, seminars, essays, reading), English for Occupational Purposes serves workplace performance.

Authentic materials in ESP: corpus extracts, real reports, workplace documents and recordings; simplification is allowed but must preserve the target genre's key features.

CLIL contrast: in CLIL the subject content drives the lesson and language is incidental; in ESP the language and communication task is the primary objective.

Assessment in ESP should mirror the target task: a business learner writing emails is assessed on an email task with genre-appropriate criteria, not on a general grammar test.

TPACK model: effective technology use requires the intersection of technological, pedagogical and content knowledge; tool choice alone is insufficient.

SAMR model (Puentedura): Substitution, Augmentation, Modification, Redefinition; only Modification and Redefinition change the learning task itself.

Blended learning modes: rotation, flex, a la carte and enriched virtual; the mode determines how much face-to-face time remains and what is done online.

Digital affordances to justify tool choice: multimodality, immediacy of feedback, asynchronicity, collaboration across distance, and recordability for review.

Asynchronous vs synchronous design rule: input and practice can be asynchronous; interaction-heavy tasks such as negotiation and live feedback benefit from synchronous delivery.

Online assessment integrity measures include item randomisation, time limits, authorship checks, and task designs requiring process evidence such as drafts.

Digital literacy is a teachable objective, not an assumption: learners need explicit instruction in navigating platforms, netiquette and evaluating online sources.

Accessibility and the digital divide: bandwidth, device type and assistive technology requirements must be checked before a tool is built into a lesson plan.

Monolingual vs multilingual orientation: the multilingual turn treats learners' other languages as a resource for meaning-making, not as interference to be eliminated.

Translanguaging (Garcia & Wei): learners deploy their full linguistic repertoire strategically; the teacher's decision is when L1 use supports or diverts from the target.

L1 functions documented in classroom research: clarifying instructions, managing behaviour, building rapport, explaining grammar, and peer scaffolding during collaborative tasks.

English as a Lingua Franca (ELF): most interaction is between non-native speakers; intelligibility and accommodation strategies matter more than native-speaker accent targets.

World Englishes (Kachru's concentric circles): Inner, Outer and Expanding Circle varieties; teaching should not present only Inner Circle norms as correct.

Language distance and transfer: L1 influence can be positive or negative depending on typology; contrastive awareness tasks help where structures diverge markedly.

Multilingual classroom planning rule: state the intended function of any L1 use in the plan (e.g. brainstorming, checking comprehension) so it is principled rather than default.

Assessment fairness in multilingual settings: tasks should not require cultural knowledge unrelated to the language construct being measured.