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The emergence of interest in teaching languages for specific purposes, such as instrumental English, after World War II, was influenced by the development of research in areas such as sociolinguistics and educational psychology.

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Effective text comprehension only occurs if there is correspondence between the activated knowledge in the text and the reader's world knowledge.

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Adverbial phrases in English can be composed exclusively of an adverb as their central element which does not modify directly a verb. For example: The weather forecast predicted rain quite soon.

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The purpose of teaching is to prioritize the accumulation of knowledge, valuing a mind filled with information which is the only possible way to achieve problem solving skills as it can be observed in classrooms.

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The use of colored pens when returning assessments helps students focus their attention on specific points of the document. For instance, using a red pen will help the student pay attention to the mistakes made and learn from them.

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In the libertarian progressive pedagogy, the teacherstudent relationship is horizontal and non-directive, promoting self-management and the freedom of students in their learning.

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The concept of social skills, currently used in education, encompasses a set of actions and attitudes of the teacher in the classroom to promote student motivation, manage discipline, and make the learning process more engaging.

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Integral Education, as an educational concept, prioritizes only the intellectual development of students, neglecting other important dimensions.

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The pedagogical trend called "traditional liberal" advocates that teaching content is organized based on the experiences lived by the student, thus promoting an education centered on the development of cognitive skills.

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The relationship between teacher and student in the classroom is characterized by a complexity that goes beyond simple didactic interaction or warm human interaction. Both parties play fundamental roles, where the actions of one affect those of the other, and the student is not seen as a mere recipient of knowledge but as a being capable of thinking, reflecting, and actively participating in the educational process.