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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thelinguist.uberflip.com OCTOBER/NOVEMBER The Linguist 13 FEATURES by a large number of infant and primary schools in Spain, including the schools in the Bilingual Project in Madrid. Spain is rapidly becoming one of the European leaders in CLIL practice and research. According to Do Coyle, "The richness of its cultural and linguistic diversity has led to a wide variety of CLIL policies and practices which provide us with many examples of CLIL in different stages of development that are applicable to contexts both within and beyond Spain." 5 CLIL also appears to have been embraced in pockets of the UK over the years, and while results have been positive, the jury is still out. Advances in brain-imaging technology are revealing how we learn in more detail than ever before. This helps trainers and teachers to create environments that enhance the student learning experience and, in turn, increase levels of retention and application. We now know that learning changes the physical structure of the brain (neuroplasticity); when we learn something, neurons fire and connect in a new pattern. This learning is then stored – first in our short-term memory, then in our long- term memory over a period of time. The interesting aspect here is that the new memories that are created are compared with and 'bolted onto' existing memories and life experiences. If the new information isn't novel enough then the most recent information is discarded in favour of the 'old' information. So in addition to making information novel, it's important to make it relevant and engaging to every individual. 6 Telling stories I believe poetry and/or storytelling is a fantastic way of encouraging learners to think outside the box, and assist with memory recall and retention, and application. My aim is to create character-led stories that make my students feel something, because it is the emotion produced by a story/journey that makes it memorable and ensures its message 'sticks'. A great deal of research and current literature reviews point to the beneficial role of poetry in all the major aspects of second-language acquisition, 7 including: • Accuracy of pronunciation: poetry helps students to notice sounds (phonetics and phonology) of a foreign/second language. • Development of L2 complex syntax and vocabulary: students notice grammar structures and unusual grammatical usage, and focus on form and meaning. • Development of understanding of the L2 discourse. • Development of an appreciation for language meaning and application in the target language. • Cultural awareness and the promotion of multiculturalism: poetry and storytelling go beyond the benefits of linguistic interpretations, and can raise awareness of the target culture and create a personal understanding/connection with target- language sociocultural issues. • Deepening of the language learners' ways of self- expression and self-realisation: students are not learning language and grammar 'dryly'. Instead, the language becomes a powerful communication tool that is transformed into a medium of creative self-expression. When an individual connects on a personal level it stops being a mechanical exercise; it evokes emotion, which enhances learning. • Increasing student motivation. Some of my students have likened the process to 'painting with words' or 'firing the imagination'. We remember stories seven times more than facts and data, according to Clare Edwards. 8 They enhance learning as each story is uniquely interpreted by each learner's individual view of the world. I believe in putting human stories (through poetry, storytelling and authentic texts) at the heart of my lesson It is the emotion produced by a story that ensures its message 'sticks' IMAGES © SHUTTERSTOCK

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