Affective filter hypothesis: according to Stephen Krashen, our job as teachers is to get input into the student' brain (LAD= Language Acquisition Device), but it would be in a low anxiety environment, because if the anxiety is high, it can turn into a block which doesn't let our students be open to the input. That's why the affective factor is so important to acquire a language. (Vanina M.)

Accommodation:
the internal world has to accommodate itself to the evidence with which it is confronted and thus adapt to it, which can be a more difficult and painful process. In the database analogy, it is like what happens when you try to put in information which does not fit the pre-existent fields and categories. You have to develop new ones to accommodate the new information. (Carolina)


Assimilation:
what is perceived in the outside world is incorporated into the internal world, without changing the structure of that internal world, but potentially at the cost of "squeezing" the external perceptions to fit — hence pigeon-holing and stereotyping. If you are familiar with databases, you can think of it this way: your mind has its database already built, with its fields and categories already defined. If it comes across new information which fits into those fields, it can assimilate it without any trouble. (Carolina)

Comprehensible input hypothesis: Means that students should be able to understand the essence of what is being said or presented to them.
Students [[#|learn a new language]] best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using. By using context or visual cues, or by asking for clarification, students enhance their knowledge of English. When input is comprehensible, students understand most aspects of what is required for learning, and the learning experience pushes them to greater understanding. (carolina)


Scaffolding: Is an institutional strategy that envolves supporting learners by limiting the complex of the context and gradually removing the limits as learners gain the knowlege, skils,and confidence to cope with the full complexity of the context. (carolina)

ZPD:
It is the ZONE OF PROXIMAL DEVELOPMENT, it means that a child is an active learner in a word of full of other people. Those people play important roles in helping children to learn, the adults mediate the world for children and make it accessible to them. this zone is what the children can do alone without the adults help. (Laura)



Experiential learning:

Metacognition: metacognition refers to the processes that allow people to reflect on their own cognitive abilities. In other words, metacognition allows people to know what they know, or to think about their thinking.
Metacognitive processes include planning, monitoring one's own thoughts, problem solving, making decisions and evaluating one's thought processes. It also involves the use of strategies for remembering information. Metacognition is vital to the learning process.
Metacognitive skills develop during childhood.
"Thinking about thinking"
ALICIA

Learning strategies: They are actions that learners take to help themselves to understand and remember vocabulary. Strategies change with age and students can pick up information from the context, illustrations, grammatical information about words, noticing links to similar words in L1, etc (Veronica)

Formulaic language:Chunks of language that come ready made and can be brought into use with less effort that constructing a phrase or sentence. Its use is caused by the heavy mental demands of speaking.(Estela H)

Routines: They can provide opportunities for meaningful language development; they allow the child to actively make sense of new language from familiar experience and provide a space for language growth. Routines will open up many possibilities for developing language skills. (Johanna)

Metalanguage:
Is necessary that pupils undersatand or use English to talk about the language. Metalanguage is talk about language. (Laura)


Target language:

Icebreakers: The first class is the right time to introduce each other and get acquainted. Icebreakers will help us to reduce anxiety, make our students feel more relaxed and comfortable and create a positive environment. (Johanna)

Sensitisation activities: Activities that develop the sense of belonging to students( Estela H)

Develop a routine: From the very beginning of the year, the teacher teaches basic phrases and classroom instructions in order to provide your students some basic tools for communication. A best way to incorporate the target language in daily routines is through activities. For instance, when the teacher takes attendance, get students to respond a question in order to show their presence.
Use comprehension strategies readily: By using gestures, body language and paraphrasing not only will the teacher be facilitating student learning but also modelling how to use strategies for communication. (Pamela)