CELTA acronyms & abbreviations
An acronym is when the abbreviation of something is pronounced as a word, 'CELTA' or 'VAT' for example. And in the case of an abbreviation, we usually say all the letters, like 'IBM' or 'CPE'.
Throughout the CELTA course you will be exposed to a lot of terminology related to teaching English as a second/foreign language.
If you prefer, there's Scott Thornbury's book, A-Z which I consider the best reference in the market for terminology, it was quite handy while taking the Delta, as well. There's also his blog, which I find quite interesting , he expanded the idea of his book and he talks
about different ELT/ELL (English Language Teaching, English Language Learning) topics in a casual and personal way, all organized alphabetically. Here's the link: https://scottthornbury.wordpress.com/
Here, I'd like to list the most common acronyms and abbreviations you see during a CELTA course, maybe it will be helpful.
Let's start with ECDB and MPF.
Many Celtees have a hard time with these two.
ECDB = elicit, check, drill and board
MPF = meaning, form and pronunciation
The main difference is when you're going to apply these concepts and the timing each of them take.
ECDB
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When: in a skills lesson (usually listening or reading)
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Purpose: pre-teach vocabulary in a listening or reading class. Because it's not a vocab or grammar lesson, teachers "ECDB" in order to quickly teach a few words that learners will need in order to be able to perform the tasks.
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Procedures: (1) elict target language (using a picture, miming, giving a context, for example); (2) check if learners got the meaning (ask a few questions to check [CCQs]); (3) drill in order to help students memorize it and you can check pronunciation; (4) board, means, show written form.
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How long it takes: about 10 minutes.
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FAQ:
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Should I provide practice? (not really)
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Can I change the order? (ideally no, showing students the written form should come last, so it does not lead students to mispronunciation)
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MPF
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When: in a language lesson (usually grammar or vocab.
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Purpose: to teach new grammar or vocabulary, so it's a systems lesson.
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Procedures: There are different approaches to teaching grammar and vocab, but usually you will get to a point in which you have to clarify the use, form and pronunciation of the new words or structures, this is when you cover MPF. After presenting the target language, you will check Meaning (and use), then you will check Pronunciation, and finally Form. Ideally, you will ask questions in order to check these three things, you will literally CHECK not EXPLAIN.
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How long it takes: about half of your class
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FAQ:
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Should I provide practice? (yes, lots)
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Can I change the order? (ideally no, showing students the written form should come last, so it does not lead students to mispronunciation)
CCQs = Concept Checking Questions
These are questions you ask learners in order to check if they correctly got the meaning of a new word or structure. So, instead of explaining language, you ask students simple questions (usually yes or no questions; or questions in which you give alternatives and they answer using one word), if students answer it correctly, that means they got it, your presentation was clear. If they don't answer it correctly, it means the meaning/use is not yet clear, you need to present the word again.
For example, if you taught the word "roast", some CCQs could be: (1) Is it food that is fried? (no); (2) is it made in the oven or over a fire? (yes);
Notice that:
a) the target language ("roast") is not used in the CCQs.
b) questions are short and direct.
c) it has to do with the meaning of the word, not any other information related to it, for example, "is it better than frying?" or "does it require butter?", these questions don't lead to the meaning of "roast", these are called content questions.
d) tip: look at a dictionary definition and use the definition in order to make questions, simplify as much as possible.
ICQs = Instruction Checking Questions
Similarly to CCQs, we use ICQs to check student's understanding of something, in this case instructions.
After or while you're giving instructions, you can ask a few questions to check if learners know what they have to do.
For example: do you have to write or speak? how long do you have? can you write on the sheet I gave you? etc. For intermediate or upper levels, you can even ask "what do you have to do?", but not to a basic or pre-inter group, they might not have the language to explain.
Ideally, don't ICQ every instruction you give, it may sound patronizing. Check the ones for the activities that are a bit more complicated. In other words, no need to check instructions for a true or false exercise.
TTT has 2 different meanings:
1) teacher talking time = amount of talking a teacher does. ICQs and CCQs are used to lower TTT, for instance. Can you see why? :)
2) Test-Teach-Test = these are the stages of language lesson. First, you provide students with a task that contains the target language to check how much they know (the first T); Then, you teach (MPF); Finally, you provide more practices to see if you added to their repertoire (this is the last T).
TL = target language
Ss = students
Some patterns of interaction can be:
T- WG = teacher talking to the whole group
T - S = teacher addressing one student
T - Ss = teacher addressing all students or some students