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Applications of Brain-Based Research to Second Language Teaching and Learning: Part 2
by Mary Ann Christison
This article is adapted from the author's plenary speech at the 32nd Annual TESOL Convention in Seattle, Washington. The informal nature of the presentation has been retained. Part 2 of this article focuses on five basic mind-brain principles (Caine & Caine, 1994) that are applicable to our work as second language educators.
Mind-Brain Principles
The human brain is a parallel processor.
Second language theme: Applying learning styles, multiple intelligences, and other strategies and techniques for dealing with diversity in learners
Educational application: There is no one method, strategy, or approach to language teaching that can encompass all learners and the variations of the human brain. Teachers who select from a broad repertoire of techniques and strategies are more successful in engaging their learners.
The brain downshifts when under threat.
Second language theme: Promoting a positive affective climate in second language classrooms
Educational application: Studies in brain physiology now support the notion of downshifting, in which the perceptual field narrows and the second language learner feels threatened and stressed. As a result, the second language learner becomes less flexible, reverts to more routine behavior, and has difficulty processing new information. Second language teachers have known intuitively and experientially that affect is important in second language learning. Caine and Caine (1994) suggest that teachers should work to
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