Grid Concepts

Concept	Definition	Source
Translanguaging	The use of two languages in the classroom as “the linguistic resources of the child to maximise understanding and achievement. Both languages are used in a dynamic and integrated manner”. It is an intentional and planned two-language usage. It is flexible and enables learning through more than one language.	Lewis, Gwyn; Jones, Bryn; Baker, Colin. 2012. “Translanguaging: Developing its Conceptualisation and Contextualisation”. Educational Research and Evaluation: and International Journal on Theory and Practice, Vol. 18:7, 655.
Diglossia	The different uses and functions that two languages receive by a bilingual speaker.	Lewis, Gwyn; Jones, Bryn; Baker, Colin. 2012. “Translanguaging: Developing its Conceptualisation and Contextualisation”. Educational Research and Evaluation: and International Journal on Theory and Practice, Vol. 18:7, 656
Code-switching	It is a bilingual mode in which both L1 and L2 are used simultaneously. It is a creative strategy by the speaker and sometimes a scaffolding technique in bilingual classrooms. It has associations with language separation.	Lewis, Gwyn; Jones, Bryn; Baker, Colin. 2012. “Translanguaging: Developing its Conceptualisation and Contextualisation”. Educational Research and Evaluation: and International Journal on Theory and Practice, Vol. 18:7, 657-658
Monolingual	Non-bilingual speaker	Swain, Merrill; Kirkpatrick, Andy; Cummins, Jim. 2001. “How to have a Guilt-Free Life using Cantonese in the English Class”. A Handbook for the English Language Teacher in Hong Kong, Vol (?), 3
Lingua franca	English as such refers to the “common language of communication by bilingual and multilingual people for whom English is not a first language. The great majority of communication in English is between people who come from non-English backgrounds”.	Swain, Merrill; Kirkpatrick, Andy; Cummins, Jim. 2001. “How to have a Guilt-Free Life using Cantonese in the English Class”. A Handbook for the English Language Teacher in Hong Kong, Vol (?), 7
Cross-linguistic	Term to describe the way two different language systems interact in the mind of a speaker or learner so as to understand better the patterns or rules by comparing and contrasting.	Swain, Merrill; Kirkpatrick, Andy; Cummins, Jim. 2001. “How to have a Guilt-Free Life using Cantonese in the English Class”. A Handbook for the English Language Teacher in Hong Kong, Vol (?), 12
Strategy	Sometimes associated with the terms “techniques”, “tactics” or “learning behaviours”. It is basically the techniques or tools which a learner might use to acquire or understand new content. They can be classified into 6 categories: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies.	Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Vol (?), 1-4
Interlanguage	“The intermediate system created while the learner is trying to come to terms with the target language […] errors as evidence of positive efforts by the student to learn the new language.”	Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Vol (?), 7
Acquisition-Learning Hypothesis	It is what Krashen coined for the conscious learning to develop a language (ineffectively).	Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Vol (?), 8
Natural Order Hypothesis	This idea states that learning stages or features of a language have a natural order for a student to acquire them.	Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Vol (?), 8
The Monitor Hypothesis	In plain words, it is what we call when the system learnt monitors or edits the output of the learner of the previously acquired system.	Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Vol (?), 8
The Input Hypothesis	“language is acquired by understanding input which is a little beyond the current level of competence or comprehensible input”.	Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Vol (?), 8
Affective Filter Hypothesis	“a learner’s emotions and attitudes can act as a filter which slows down the acquisition of language. When the affective is high it can block language development”.	Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Vol (?), 8
Communicative Competence	It is the ability or skill that a speaker has to use language in order to deliver and interpret messages and pieces of information.	Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Vol (?), 9