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