The ELT Jargon Buster

A comprehensive decoder for essential acronyms, pedagogical concepts, and classroom staging terminology.

Entering a staffroom or reading a lesson plan for the first time can feel like encountering a foreign language. Teachers casually exchange phrases like “My TTT was too high during the lead-in, so I used ICQs to cut down explanation time before setting up the info-gap task.” Deciphering this terminology is not merely about memorizing acronyms; it is about adopting the precise conceptual framework used across modern language pedagogy.

Core Theory & Terminology

ELT jargon falls into three major operational categories: Teaching Contexts, Classroom Interaction Dynamics, and Language Acquisition Systems.

1. Teaching Context Acronyms

  • EFL (English as a Foreign Language): Teaching English in a country where English is not the primary language of the surrounding community (e.g., teaching English in Tokyo or Madrid).
  • ESL (English as a Second Language): Teaching English to immigrants, refugees, or international students living in an English-speaking country (e.g., teaching in London or Toronto) who need the language for daily life.
  • ESOL (English for Speakers of Other Languages): An inclusive umbrella term combining EFL and ESL contexts, widely used in state education and adult learning sectors.
  • EAP (English for Academic Purposes): Specialized instruction helping pre-university or university students master academic writing, critical reading, and lecture note-taking.
  • ESP (English for Specific Purposes): Tailored courses designed for specific professional fields, such as Business English, Aviation English, or Medical English.
  • ELF (English as a Lingua Franca): English used as a common contact language between speakers who share neither a native language nor a cultural background.

2. Classroom Management & Staging Terms

  • TTT (Teacher Talk Time): The total time during a lesson spent speaking by the teacher. High TTT during practice stages deprives students of learning opportunities.
  • STT (Student Talk Time): The total time during a lesson spent speaking by learners in pairs, groups, or open class. Effective communicative lessons maximize STT.
  • ICQs (Instruction Checking Questions): Short, targeted questions asked after giving instructions to verify that learners understand the task rules before beginning.
  • CCQs (Concept Checking Questions): Targeted questions used during language presentation to verify that learners grasp the underlying meaning or grammar function without relying on “Do you understand?”.

3. Language Systems & SLA Terms

  • L1 & L2: L1 refers to a learner’s first language (mother tongue); L2 refers to the target language being acquired.
  • Form, Meaning & Use (FMU): The three essential dimensions of any language item—how it is constructed (Form), what it signifies (Meaning), and when/why it is appropriately used in context (Use).
  • Interlanguage: The temporary, rule-governed linguistic system developed by a second language learner that exists between their L1 and the target L2.

In the classroom

During formal lesson planning and observed lessons, mentor feedback frequently focuses on how candidate teachers deploy these concepts:

Practical Classroom Application

Use this quick-reference lookup guide to map pedagogical terms directly to classroom actions:

Term / Concept Classroom Purpose Example Action / Prompt
Lead-in Engage interest and activate prior knowledge. Showing a picture of a crowded airport and asking “Have you ever lost your luggage?”
ICQ Confirm activity mechanics before handing out materials. “Will you write 3 sentences or 10 sentences?” (3!)
CCQ Check grammar/lexical meaning without translating. (Teaching ‘must’): “Is this a rule or an option?” (A rule!)
Elicitation Draw target language out of learners rather than lecturing. Showing a mime of opening an umbrella and asking “What’s he doing?”
Monitoring Circulating during pairwork to check task completion and collect error notes. Standing quietly nearby with a clipboard while pairs complete a decision task.

Quick check

What is the primary operational distinction between an ICQ (Instruction Checking Question) and a CCQ (Concept Checking Question)?

Correct.

Quick check

Why do teacher educators urge candidates to reduce unnecessary TTT (Teacher Talk Time) during practice stages?

Correct.

Reflection & Further Reading

  • Reflective Question: Think of a recent lesson you observed or taught. Where did teacher talk time creep in unnecessarily, and how could an ICQ or visual prompt have replaced a long explanation?

  • Key Reference Areas:

    • Thornbury, S. An A-Z of ELT.
    • Richards, J. C. & Schmidt, R. Longman Dictionary of Language Teaching and Applied Linguistics.
    • Scrivener, J. Learning Teaching (Chapter 5: Classroom Management Toolkit).