“Learning another language isn't just about learning different words for the same things, it's about learning another way of thinking about things.” (Flora Lewis, 2000) As long as languages ​​have existed and as long as languages ​​have existed, there are people who study and teach them, but is there a right way to teach a language? There are many aspects to learning a language, for the sake of the assignment I was given only one aspect namely: learning and teaching vocabulary. In this report I will compare my views on teaching with those of an experienced teacher, a student and three experts, using: Concept maps, interviews and pre-assigned articles. I will explore a bit about second language vocabulary acquisition, theories, and strategies of learning and teaching vocabulary. When creating my concept map there were four main pillars upon which my theories rest, namely: time, context, balance and variation. I believe these elements are essential for teaching and learning any aspect of a language. Within these four pillars, I distinguish two different types of essential elements: Time and context, to fully understand a word - Fully understanding a word means full receptive and productive understanding. - It's balance and variation to make learning a word easier and more fun. Probably, the weather also falls into the latter. Time is of the essence in learning, as words are only incrementally recorded in our system. According to Jenkins, Stein, and Wysocki, a student needs six encounters with a word before he or she is in the permanent system. While Barcroft suggests that there must be 5 to 16 “encounters” with a word before a student fully absorbs its meaning, behavior, usage, and pronunciation. While context helps extend... middle of paper... ...children and have developed a love and curiosity for the language earlier. The interview with the student supported my belief that using a method is a risk in providing decent language education, as the teacher said that methods should be used as a guideline, but material needs are present extra that applies to the time and context that students should study. Works Cited Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Annals of Foreign Languages, 2(73)Hixson, J. (2012). Building vocabulary for teaching ELLs. Community Consolidated School District 146: Koenz, M. L. (2013). Student interview. Haarlem: Lewis, F. Roundtable: Dialogue between civilizations United Nations, New York, 5 September 2000 provisional verbatim transcription. Retrieved, 2000, from http://www.unesco.org/dialogue/en/lewis.htm