Praxis World Languages Pedagogy key terms

Language a learner can understand even though some structures are slightly beyond current ability. Meaning is supported by context, visuals, gestures, or familiar vocabulary, allowing acquisition to proceed without conscious grammar study.

Krashen's claim that language grows when learners receive input just beyond their current level, often described as i+1. The theory treats comprehensible input as the main driver of acquisition rather than production or correction.

Anxiety, low motivation, or lack of confidence that can block a learner from using available input. Lowering it through a supportive classroom, reasonable challenge, and low-stakes practice supports acquisition.

Swain's proposal that producing language pushes learners to notice gaps in their knowledge and to test and refine how they express meaning. Speaking and writing thus contribute to development, not just reflect it.

Long's claim that conversation promotes acquisition because learners negotiate meaning when communication breaks down, receive feedback, and adjust their language. Interaction connects input, output, and attention to form.

Repair moves such as clarification requests, comprehension checks, and confirmation checks used when interlocutors do not understand each other. These exchanges make input more understandable and highlight form.

A learner's evolving internal language system, rule-governed but distinct from both the first language and the target language. Errors often reflect developmental stages rather than carelessness.

The persistence of non-target forms in a learner's interlanguage despite continued exposure and practice. It may reflect stabilized communication habits, insufficient feedback, or reduced need to adjust.

Krashen's framework in which a conscious grammar monitor can edit output only when the learner knows the rule, has time, and focuses on form. Overuse of the monitor can slow fluent communication.

Vygotsky-based view that learning occurs through social interaction and mediation by tools, peers, and teachers. Learners accomplish more with assistance than alone, making collaborative tasks central.

The range of tasks a learner cannot yet do independently but can complete with strategic support. Instruction targets this range so that assistance gradually fades as competence grows.

Temporary support such as modeling, sentence frames, visuals, or guided steps that helps learners complete a task they could not yet manage alone. Support is withdrawn as learners gain independence.

The ability to use language appropriately and effectively, combining grammatical knowledge with sociolinguistic, discourse, and strategic abilities. It is the organizing goal of communicative language teaching.

Descriptions of what learners can do in speaking, writing, listening, and reading at Novice through Distinguished levels. They describe functional performance rather than a specific curriculum or course sequence.

Proficiency is what a learner can do with language in unrehearsed, real-world situations over time. Performance is what the learner demonstrates with familiar content after instruction and practice.

Statements describing observable language performance at a given level, used to design tasks and evaluate student work. They make proficiency expectations concrete and connect instruction with assessment.

Two-way, unrehearsed interaction in which participants negotiate meaning, ask questions, and respond appropriately. It requires both interpretive and productive skills used together in real time.

Making meaning from spoken, written, or visual texts created by others, without direct interaction with the author. Learners use background knowledge, context, and text features to comprehend authentic material.

One-way communication in which a learner creates spoken or written language for an audience, often with rehearsal and revision. Examples include reports, presentations, stories, and recorded messages.

Texts and recordings created for real audiences rather than for language learners, such as menus, news clips, announcements, and social media posts. They provide genuine cultural content and realistic language models.

The framework of interpretive, interpersonal, and presentational communication used to organize language tasks. Each mode has distinct purposes and calls for different instructional and assessment strategies.

The five goal areas known as the 5 Cs: Communication, Cultures, Connections, Comparisons, and Communities. They describe what learners should know and be able to do in a world language program.

Planning that begins with desired learning outcomes, then determines acceptable evidence of learning, and only then designs instruction. It keeps assessment aligned with goals rather than with activities.

A coherent sequence of lessons organized around a meaningful topic or essential question rather than around grammar points. It integrates modes, culture, and content while building toward a culminating task.

An open-ended question that frames a unit and invites inquiry, such as how identity shapes language use. It guides lesson design and prompts learners to think beyond discrete facts.

Tangible or intangible creations of a culture, including food, art, literature, music, laws, and institutions. Products are visible evidence of deeper practices and perspectives.

Patterns of behavior and interaction accepted within a culture, such as greetings, mealtime routines, and holiday customs. Practices reveal how a community organizes daily life and relationships.

The values, beliefs, attitudes, and assumptions underlying a culture's products and practices. Teaching perspectives moves learners beyond surface facts toward explanation and interpretation.

Examining similarities and differences between the target culture and the learner's own culture in order to explain underlying perspectives. It avoids judging one culture by another's standards.

Judging another culture by the standards of one's own, often treating familiar practices as normal and others as strange. Culturally responsive teaching helps learners recognize and move past this tendency.

Ongoing checks of learning used to adjust instruction and give feedback while learning is still developing. Examples include exit tickets, conferences, and interpretive checks for understanding.

Evaluation at the end of a unit or course that measures achievement against learning goals. It may use integrated performance tasks rather than isolated grammar tests.

A task-based assessment model linking the three modes around one theme: interpretive work with a text, interpersonal exchange, and a presentational product. It reflects real-world language use.

A scoring guide listing criteria and levels of quality so that judgments are consistent and transparent. Analytic rubrics separate dimensions such as comprehension, fluency, and cultural appropriateness.

Feedback on inaccurate language, ranging from immediate explicit correction to recasts and delayed attention to patterns. Effective correction targets errors that block meaning or match the current instructional focus.

A response that restates a learner's incorrect utterance correctly without explicitly pointing out the error. It models the target form while keeping attention on meaning.

Sustained use of the language being learned for instruction and classroom interaction, supported by visuals and routines. It maximizes exposure and models the language as a real means of communication.

Actions that promote world language programs, such as communicating benefits to stakeholders, building community partnerships, and supporting equitable access. It protects and expands learning opportunities for students.

Sustained learning that improves a teacher's practice, including collaboration, observation, coursework, and reflection. It connects to standards and student needs rather than one-time attendance.

Systematically examining one's own teaching decisions and student results to improve instruction. Tools include lesson notes, video review, student feedback, and analysis of assessment data.