The Linguist

The Linguist 56,5 – October/November 2017

The Linguist is a languages magazine for professional linguists, translators, interpreters, language professionals, language teachers, trainers, students and academics with articles on translation, interpreting, business, government, technology

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FEATURES Rosa-Maria Cives-Enriquez explains why she puts story-telling at the centre of her language classroom A s a linguist and trainer, I am all too aware of the investment – financial and emotional – that organisations and individuals make to acquire new competencies and language skills. It therefore makes sense for me to do everything possible to try to fulfill some, if not all, of those expectations and do everything in my power to give my learners the tools to help them remember, recall and apply what they have learned. Over the years, I have blended my own methods with research from leaders and pioneers in language education. Stephen Krashen and Steven Pinker promoted natural language acquisition – communication and immersion over traditional grammar and drilling. Blaine Ray invented TPR Storytelling in the 1990s – a story-based method that rapidly gained popularity among teachers worldwide. The concept of multiple intelligences was devised by Howard Gardner, Professor of Cognition and Education at Harvard Graduate School of Education, who identified eight strengths or intelligences in which we each excel to differing degrees. 1 I refer to these constantly in the planning of my multisensory learning environment. In addition, I draw inspiration from Management Theory and my work as a Learning and Development (L&D) professional. I feel there is an overlap in the work of language and L&D professionals when we invest in "a person's fundamental human needs" 2 by creating an environment where individuals thrive. At the recent conferences I have attended in the UK and abroad there has been much talk of meaning-focused materials for L2 (second language) learners 3 and, with that, an old familiar friend keeps making an appearance: CLIL (content and language integrated learning). Good practice model I find it quite surprising that CLIL didn't gain its deserved momentum as a way of encouraging plurilingualism/ multilingualism until the beginning of the millennium. This is the way I was taught Spanish (at an immersive Spanish school) in the UK in the mid 1970s, and the way I, too, have taught Spanish for many years. The term was coined by David Marsh at the University of Jyväskylä, Finland only in 1994: "CLIL where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language." 4 Through CLIL, students use a language as they learn; their thinking skills are engaged through successful methodologies from the start. Students are learning in a very active and challenging way. The CLIL methodology is considered a model of good practice in many European countries. It has been adopted A story toremember

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