This document defines key terms related to language acquisition and teaching approaches. It provides definitions for acquisition vs learning, approach, digital literacy vs literacy, English as a foreign language (EFL), language acquisition device (LAD), multiple intelligences theory, phonics, target language vs mother tongue, critical period hypothesis, total physical response (TPR), and zone of proximal development (ZPD). The definitions cover topics such as the differences between acquisition and learning, key language teaching approaches, theories of intelligence and language development, and methods for teaching literacy, pronunciation, and grammar.

1. GLOSSARY
Andrea and Nerea

2. INDEX
 Acquisition vs Learning.
 Approach.
 Digital literacy vs literacy.
 EFL.
 LAD.
 Multiple Intelligencies theory.
 Phonics.
 Target language and mother tongue.
 The Critical Period.
 TPR.
 ZPD.

3. ACQUISITION VS LEARNING
 Acquisition is the
unconscious process
that occurs when
language is used in
real conversation.
 Learning is know
about a language.
ACQUISITION LEARNING
Acquisition and learning are two
separate processes.

4. APPROACH
 A set of principles about teaching including
views on method,syllabus and a philosophy of
language and learning. Approaches have
theoretical backing with practical
applications.

5. DIGITAL LITERACY VS LITERACY.
 Digital literacy is the
ability to find, evaluate,
utilize, share, and create
content using information
technologies and the Internet.
Also activities including
writing papers, creating
multimedia presentations, and
posting information about
yourself or others online are
all a part of your day-to-day
life, and all of these
activities require varying
degrees of digital literacy.
 Is traditionally
understood as the ability
to read and write. The
term's meaning has been
expanded to include the
ability to use language,
numbers, images and other
means to understand and
use the dominant symbol
systems of a culture.
Digital literacy Literacy

6. EFL
 English Foreign Language is a traditional
term for the use or study of the english
language by non-native speakers in countries
where english is generally not a local medium
of communication .

7. LAD
 The Language Acquisition Device is
part of Chomsky's acquisition
hypothesis. The LAD is a system of
principles that children are born
with that helps them learn
language, and accounts for the
order in which children learn
structures, and the mistakes they
make as they learn. Second
language learning theory proposes
that acquisition is possible in
second and subsequent languages,
and that learning programmes have
to create the conditions for it.

8. MULTIPLE INTELLIGENCIES THEORY
 Multiple intelligences, an approach developed
by psychologist and educator Howard Gardner,
looks at intelligence not as a single
concept, but as varied areas of human ability
that shape behavior and learning. He
originally identified seven intelligences
visual/spatial, verbal, logical/mathematical,
musical/rhythmic, bodily/kinesthetic,
interpersonal, and intrapersonal although
recent developments in the field have
suggested there could be even more.

9. PHONICS
 Phonics is a method for teaching reading and
writing of the English language by developing
learners phonemic awareness, in order to
teach the correspondence between these sounds
and the spelling patterns that represent
them.

10. TARGET LANGUAGE AND MOTHER TONGUE.
 MOTHER TONGUE:
One’s first
language. It is used
for the language
that a person learnt
at home (usually
from his parents).
 TARGET LANGUAGE:
The language to be
learned.

11. THE CRITICAL PERIOD.
 The critical period hypothesis states that
the first few years of life is the crucial
time in which an individual can acquire
a first language if presented with adequate
stimuli. If language input doesn't occur
until after this time, the individual will
never achieve a full command of language
especially grammatical systems.

12. TPR
 Total physical response (TPR) is a language
teaching method developed. It is based on the
coordination of language and physical
movement. In TPR, instructors give commands
to students in the target language, and
students respond with whole-body actions. The
method is an example of the comprehension
approach to language teaching.

13. ZPD
 The Zone of Proximal Development theory stems from the work
of social psychologist Lev Vygotsky, who emphasizes the
notion that social interaction is critical to learning. He
conceives of learning as constantly moving from an "actual
development level" to a "potential development level."
Between these levels lies the ZPD, where learning occurs
through the interaction of an expert (the teacher) and a
novice (the learner). Eventually the learner's potential
level becomes the actual level and the learning cycle
continues.