Maria Jose Cabezas Martinez

Environmentally-Based and Experiential approach. I treat language not as a set of rules, but as a living bridge between the human psyche and the natural world.

1. Natural History with a Soul (CLIL) : I utilize Content and Language Integrated Learning (CLIL), where the "content" is the natural history of Patagonia and Antarctica.
2. Thematic Learning: Instead of abstract grammar, students acquire language by discussing real-world topics like receding glaciers, apex predators, and ecosystem resilience.
3. Vocabulary in Context: Technical terms are translated into meaningful stories. For example, the "native forest" is taught not just as a noun, but as the "supermarket of our ancestors," connecting vocabulary to survival and heritage.
2. The Jungian Lens (Reflective Pedagogy) My method integrates Jungian psychology to move beyond mere cognitive learning into symbolic and emotional dimensions.

Archetypal Expression: I encourage students to use the language to explore nature as a mirror of their inner landscape. This fosters "individuation" through the target language, allowing learners to express their unique identity and personal growth.

Symbolic Language: I teach students to bridge the gap between the conscious and unconscious by using metaphors and symbols found in the wild to articulate complex emotions in their new language.

3. Heritage Interpretation (Narrative Method)
Following Interpret Europe standards, my teaching follows the "three-legged stool" of heritage interpretation: being relevant, enjoyable, and meaningful.

Storytelling: Facts are embedded into narratives. Students don't just "learn words"; they learn to tell the story of a landscape, making the language memorable and emotionally resonant.
Provocation: My method provokes thought and action rather than just providing information, encouraging students to become "stewards" of the language and the environment simultaneously.

4. Experiential "In-the-Wild" Learning
You shift the classroom to the local environment, prioritizing Total Physical Response (TPR) and sensory engagement.

Sensory Contact: Activities might involve describing a tree through touch , forcing the brain to find descriptive language without visual crutches.

Authentic Tasks: Learning is structured around meaningful tasks, such as creating tracking signs or leading a "student-led walk," where the language is used to solve real problems in real-time.

5. High-End Ethical Protocols : I incorporate international conservation standards (IAATO / UN Global Compact) into the curriculum.

Stewardship Language: Students learn the language of global citizenship and environmental responsibility, training them to be professional guides who can operate at the highest international levels.