QUICK RESOURCE SHEET #58

The brain and language learning

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from http://www.brain.northwestern.edu/gfx/brainlateral.gif

…since the development of new imaging techniques in medicine and research in cognitive psychology, we have a substantial basis for learning theory. Brain research-based learning theory gives support to inquiry-based learning, alternative assessment, creative and critical thinking, education reform and habits of mind… Much of what goes on in schools not only fails to be brain-compatible, but is actually brain antagonistic. The brain functions best with adequate time, the absence of threat, immediate feedback, dynamic interaction, with global contexts as well as delineation of parts, and in a state of relaxed alertness.

---from http://members.tripod.com/~ozpk/higher

In early stages of learning, neural circuits are activated piecemeal, incompletely, and weakly. It is like getting a glimpse of a partially exposed and very blurry photo. With more experience, practice, and exposure, the picture becomes clearer and more detailed. As exposure is repeated, less input is needed to activate the entire network. With time, activation and recognition are relatively automatic, and the learner can direct her attention to other parts of the task. This also explains why learning takes time. Time is needed to establish new neural networks and connections between networks. This suggests that the neural mechanism for learning is essentially the same as the products of learning. Learning is a process that establishes new connections among networks and the new skills or knowledge that are learned are neural circuits and networks… effective teaching should include a focus on both parts and wholes. Instructional approaches that advocate teaching parts and not wholes or wholes and not parts are misguided, because the brain naturally links local neural activity to circuits that are related to different experiential domains.

---from http://www.cal.org/resources/digest/0012brain.html

Amid all the talk of “whole brain” instruction, hemispheric dominance, and left brain vs. right brain teaching techniques, it’s clear that we need a wide variety of tools at our disposal to create the most conducive conditions for language learning, as well as to properly account for individual variation in the ways our brains process data. Below you’ll find a number of resources, ranging from a simple diagram of the different parts of the brain, to principles governing brain response, to specific activities teachers can use in the classroom to address these concerns.

http://esl.about.com/library/lessons/blbrainoverview.htm

“The left hemisphere (1) is concerned with logical and analytical skills. An example of a left brain ESL EFL activity is the studying of first the simple past and the present perfect followed by an exercise in which students need to choose whether to use the simple past or present perfect. Example: Jim _______ (not/see) that film yet.”

http://www.newhorizons.org/neuro/caine.htm

“We begin to be shaped as our immensely receptive brain/minds interact with our early environment and interpersonal relationships. Vygotsky was partially responsible for bringing the social construction of knowledge to our awareness. It is through this dynamic interaction with others that therapy works, for instance. It is now clear that throughout our lives, our brain/minds change in response to their engagement with others - so much so that individuals must always be seen to be integral parts of larger social systems.”

http://www.fd.appstate.edu/muffoletto/projects/webclass/hefner/Final/UntitledFrameset-18.htm

“Hemispheric or Brain Dominance theory (Right Brain—Left Brain) is a theory of the structure and functions of the mind and suggests that the two different sides of the brain control two different modes of thinking or ways of processing information. All people use both sides of their brains holistically, but most individuals prefer one side or the other. Some, however, are more whole-brained and equally adept at both modes.”

http://www.developingteachers.com/articles_tchtraining/brain1_tanju.htm

“The human brain tries to make sense of our everyday experiences. This is in its nature, and we cannot stop it at all. Therefore, in our classes we need to excite our learners, and arouse their curiosity. Our learners need to discover information themselves. In this way, they will be challenged.”

http://www.education-world.com/a_tsl/archives/00-1/lesson0020.shtml

This lesson plan can be used with students to teach them about the differences between left- and right-brain dominance as well as help them identify the ways in which they learn most effectively. Links to helpful supplementary materials are included.

Previous editions of the QUICK RESOURCE SHEET

#1 – Creating quizzes (and more) online                                                         

#2 – Vocabulary builders

#3 – Online discussion groups for English teachers                                    

#4 – Grammar headaches – and how to cure them

#5 – Resources for new teachers                                                     

#6 – International Education Week

#7 – Mentoring programs                                                                    

#8 – Education publications online

#9 – Applied Linguistics                                                                   

#10 – English for Young Learners

#11 – World AIDS Day                                                                      

#12 – Online writing guides

#13 – E-mail exchanges                                                                      

#14 – Free online English courses

#15 – Effective e-mail communication                                             

#16 – Libraries online

#17 – American Studies                                                                     

#18 – Teaching methodologies

#19 – Internet tutorials                                                                       

#20 – Using the newspaper – Part I

#21 – Making books                                                                           

#22 - Using the newspaper – Part II

#23 – Human rights in language teaching

#24 – Blogging

#25 – Poetry and language teaching

#26 – The communicative approach

#27 -  Idioms

#28 – Earth Day

#29 – Alternative assessment

#30 – Peer assessment

#31 – Self-assessment

#32 – Portfolio assessment – Part I

#33 -  Portfolio assessment - Part II (Online Portfolios)

#34 – Intercultural communication

#35 – Teaching Adults

#36 – Learning disorders / Special needs

#37 – Using computers in reading instruction

#38 – Use of authentic materials

#39 – English for Medical Purposes

#40 – Sources for authentic materials

#41 – Education and technology

#42 – Academic writing

#43 – Teaching and stress

#44 – Back to school

#45 – Motivating students

#46 – Action research

#47 – Internet terminology

#48 – Fluency

#49 – Curriculum design

#50 – Pragmatics

#51 - Podcasting for English teachers

#52 – Critical reading

#53 – Learner autonomy

#54 – Scaffolding

#55 – Holidays

#56 – English for Academic Purposes

#57 – Mixed-level classes