Glossary Activity theory is a theory of knowledge and learning developed from the work of the Soviet psychologist Vygotsky, in which knowledge is seen to function as a thinking tool in the creation of society. Appropriate as used in the Indicators of Competence and supporting information, is not intended to imply a normative view of language and numeracy. It applies to the forms, functions and processes of language and numeracy in use as well as the dynamic dimension of language and numeracy which is constantly adjusting to context, social pressure and change. Context refers to the situational variables of any spoken, written or mathematical text and the relationship between them. These will include the subject matter, the participants, the purposes (both implicit and explicit), and the social environment in which the text or activity occurs. Constructivism is a theory of knowledge which claims that knowledge is not passively received but actively constructed by the learner, and that the function of cognition is adaptive, serving to organise experience, rather than discover reality. Critical constructivism is a form of constructivism which stresses the importance of the socio-political context of the learner. Genres are sociocultural language activities which are goal-directed in order to fulfil functions that are of significance within a society. Different genres may be staged differently, with each stage being realised by different sets of linguistic features. Generic Structures refers to the vocabulary, grammar and organisation of spoken and written texts that are typical of particular genres and contexts. Propositions or utterances are constructed and ordered according to the purpose of the text and the context in which it occurs. Links between propositions or utterances maintain cohesion of a text. Interactional Strategies are the adjustments a speaker makes when negotiating intended meanings in a spoken interaction. These strategies are used in both formal and informal exchanges and they include skills such as clarifying intended meanings, making constructive additions to what has been said, or showing interest or attitude by providing non verbal or verbal feedback. Lexical Density of text refers to the type of language in which there is a high ratio of content words (nouns, adjectives, verbs, adverbs) in comparison to grammatical words (pronouns, articles, prepositions, conjunctions, auxiliary and modal verbs). Lexical words also have grammatical functions but their main purpose is to carry meaning. Written texts are more likely to feature high lexical density than spoken texts. However, some spoken texts such as prepared speeches or lectures, announcements and news stories may have a high ratio of content words due to their origins in the written mode. Nominalisation is the process whereby a noun or noun phrase is formed from a word of another grammatical class. It is often used in contexts such as newspaper headlines and more academic writing to distance or disguise the actions of agents. Thus, the company closed the factory could be nominalised as the closure of the factory. Register refers to the kind of language use selected for particular functions in particular situational contexts. A language user may select features of language, such as tone and degree of formality in syntax and pronunciation, in relation to audience and purpose. Different styles of speech and writing are related to register variables which may include power relations, social distance and shared knowledge between participants, and the purpose, setting and mode of discourse.