At the heart of plurilingualism, is the capacity to recognise how different languages interrelate and overlap. The Common European Framework suggests that the aim of language education is to for students to develop a linguistic repertory and sees learning as a lifelong process, rather than being based on a mastery of a particular language at a particular time. What are the implications for language learning and teaching in the light of such a shift of focus? This plenary discusses and reassess the roles of L1 and L2 in the teaching and learning process. Using my own experience of learning Portuguese as a practical example, I examine the learning styles I adopted in relation to the different Multiple Intelligences. Which ones worked and why? What conclusions can be drawn about the kinds of activities we should be promoting in class? In answering these questions, I promote the idea that we should be encouraging ‘speaking to learn’ rather than ‘learning to speak’ in our classroom.
Click here to see the handout for the talk
Click here to see an abridged version of the powerpoint