Hello, everyone

I’m Mai Thi Mai. Today, I would like to talk about the implications of the brain-based research to primary English language teaching. There has been an interest among  foreign language educators in research on language and the brain. It is believed that environment, sense, emotion, time are the important elements affecting to children’ brain development and their learning. Language learning is a natural phenomenon. By understanding how the brain learns naturally, language teachers may be better able to enhance their effectiveness in the classroom.

It is important to understand how the brain works and what its function is before giving the implications between the brain and the primary English language teaching. The exciting learning about brain function and its effects on learning have the potential to transform teaching and learning. Brain research has provided new knowledge about the many ways that humans learn. At birth, a child’s brain has all the brain cells, or neurons. The brain has two halves. The left halve, within the cerebral cortex, is in charge of speech, logic, sequence, time, details, and math. The right one is related to music, art, strong emotional responses, intuition, images, and summarizing. The halves are divided into lobes that process visual and auditory information, deal with decisions and planning, creativity, and problem solving, and  involve emotions, memory, attention, and learning.

The brain-based research findings are the tools needed to implement English teaching and become means to optimize learning for all children. There are some important implications of the brain-based research findings to primary English language teaching. Firstly, learning experiences must make sense in order to allow new information to settle into existing brain patterns of knowledge. Secondly, learning environments should be sensually stimulating, supplied with a variety of learning materials and encouraging of active engagement with materials. Teachers can ensure that children’s classroom is a rich, stimulating environment allowing students to become immersed in a complex environment that stimulates the mind. Teachers can design a variety of teaching and learning activities that will access the brain’s ability to remember visually and emotionally and encourage students to take risks. Next, emotion is essential to learning. Emotions affect memory and brain function. Students’ emotional states influence their level of academic achievement. Teachers can tell a funny story or share a silly picture. Laughing makes children feel secure and content. Besides, teachers can allow students to draw, paint or do other creative projects.  Lastly, the school day must provide for time to think, process, reflect and relax. There are many aspects of time to consider in the brain-based learning classroom. One is the need for students to have time to attain an concept or skill before moving on. Another is scheduling regular breaks in the delivery of instruction to allow some time for students to process information and reflect

In conclusion, with knowledge of brain research findings, primary teachers can offer brain-based activities that encourage exploration and learning and support learning standards. Teachers and children can build a strong community of learners who see learning as an opportunity to be successful problem solvers



  1. Hello, I’m Nhu.
    Thanks for your journal. I think that your writing is quite good one. Through it, I can have detailed understanding about a child’s brain development. Human’s brain works very complicatedly, but you state many things in its process of working. I think that you had to spend a lot of time on searching information about it. In your writing, I see that experiences and environments are two important things that affect the child’s brain development, and I agree with you. Many researches also proved these ones. However, to help readers to have more detailed understanding, you should give more information about experiences that the child can get in his learning, especially in learning English. Moreover, you also give some useful suggestions for teacher in teaching. I think that if those ones are applied, they will make success for learners in learning, especially in learning English, but it is better if you state how suitable each suggestion is for each period of the child’s brain development and their nature. I hope that my suggestions can be helpful ones for your writing.

  2. Hi Mai, I’m Dung
    I had read your journal yesterday and here are some my comments about your journal. Firstly, I can get the detail information about how the brain works. I think that it is very important to primary teacher. Secondly, you have so many implement English teaching such as learning experience, learning environment or emotion, etc…However, in my opinion you should analyze more detail how to connect this elements to teach child and develop their brain.
    I hope that you will become a good teacher of English in the future.
    Thank you so much!

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