What does it consist of?

This technique consists of systematically assigning specific colours to linguistic categories or language functions in order to create visual associations that support learning.

Colours are not used decoratively, but intentionally as cognitive anchors. Each colour represents a consistent linguistic element (e.g. nouns, verbs, discourse markers, complex structures). Over time, students internalise these associations and use them to analyse, organise and produce language more effectively.

This approach connects with Dual Coding Theory (Paivio), which suggests that information processed both verbally and visually is more easily retained. It is also supported in classroom practice by authors such as Jeremy Harmer and Jim Scrivener, who emphasise the importance of visual scaffolding in language learning.

The key principle is consistency. If colours change randomly, the cognitive benefit disappears.

What do we achieve with this technique?

• strengthening memory through visual association

• supporting grammatical awareness

• helping students notice patterns in language

• improving organisation in writing

• developing metalinguistic awareness

• encouraging self-correction

It is adaptable across levels:

• Young Learners / A1–A2: word categories (noun = blue, verb = red, adjective = green).

• B1–B2: sentence functions (main clause vs subordinate clause).

• B2–C1: discourse markers, cohesive devices, lexical range, complex structures in writing tasks.

Example:

Elementary level (A1–A2):

The teacher assigns:

Blue – nouns
Red – verbs
Green – adjectives

Sentence on the board:

“The small dog runs fast.”

Students rewrite or underline each word using the corresponding colour. This reinforces sentence structure and word function visually.

More advanced level (B2 writing):

Students are asked to highlight:

Yellow – discourse markers (however, in conclusion, in my opinion, on the other hand)
Pink – complex grammar (conditionals, passive voice, relative clauses)
Green – advanced vocabulary
Blue – connectors (Despite, because of, so that, although)

After highlighting their essay, students can visually assess whether their writing includes sufficient cohesion and grammatical range. This promotes self-evaluation aligned with exam criteria.