Page 21 - ELG2404 April Issue 489

SPECIAL FEATURE

to the teaching and learning of languages from Q: What kind of training might help gestures and body language. It is essential to
the Council of Europe. a monolingual teacher to harness the negotiate meaning to be able to communicate
If translingual practices are implemented as a language(s) in the classroom and, in with each other and reach your learning goals,
technique by a school – similar to the school in turn, help with the learning of the target whatever tool you may use to achieve that.
Dublin – it means the children are able to see language? In a class you can use a visual strategy, such
their home language as just as important as the I think what might be useful would be to as with infographics, images, videos and so on.
other languages of the country, or the school attend training courses on transversal strategies Be sure to use the multi-modal approach so you
and so on. It’s beneficial to their self-esteem to and methodologies, such as CLIL, which can are not just relying on text or your voice. That
create this value in their L1, rather than create be applied to any sort of context. Another very way you can take into account the different
a ‘language hierarchy’ with English at the top. powerful technique is intercomprehension for cognitive styles or learning styles and you have
Translingual practices may not need to languages that are quite similar. a higher probability that your message will be
take up the entire lesson but can become a It may be difficult for adults to learn a new received and transform into deeper learning.
part of the routine that can be inserted to the language. I know a lot of teachers who started At the end of the day, it’s a matter of time.
beginning or the end of a session. It could studying Japanese or Chinese as adults, which You can start this process with very young
also be implemented alongside a cultural is incredibly admirable. But even so, to feel learners and integrate this approach as soon as
celebration to encourage learning about other closer to your learners, you could try to learn a possible. It may be difficult at the beginning,
cultures and as a way to use content and little bit of their first language. Adopting these but over time you will start to results.
language integrated learning (CLIL). strategies can enhance your students’ learning
and also encourage them to work together. Letizia will be speaking at IATEFL on Thursday
Q: What problems may arise for the Additionally, as much as possible, try to 18 April.
teacher who doesn’t share the children’s organise activities that take advantage of
home language? ‘active learning’. Letizia, former Senior Researcher
At the school in Dublin, it is almost impossible at INDIRE, currently teaches
for the teachers to know all the languages as Q: If there was just one aspect of the language teaching at the University
there are so many languages spoken there. multilingual approach in the Common for Foreigners of Perugia, Italy,
In this instance, the students were almost European Framework of Reference for where she is also Rectoral Delegate
teaching the teachers as well as learning Languages (CEFR) that teachers and for International Relations and a member of the
from other students which is very meaningful students can learn to use, which one Board of Directors of the Centre for Language
message in terms of self-esteem. would it be and why? Evaluation and Certification (CVCL). She
Teachers cannot be expected to master all Translingual practices remain my primary
languages that may arise, but they have the recommendation, along with learners taking on holds a PhD in synchronic, diachronic and
freedom to learn from the students themselves the role of a social agent, mobilising resources, applied linguistics and the National Scientific
through a student-centred approach. and taking advantage of verbal and non-verbal Qualification as an Associate Professor.

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