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Multilingualism, The Brain & Web Based Learning
 

Multilingualism, The Brain & Web Based Learning

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DSCE-Annual Graduate Symposium II- Sept 2006. Multilingualism is in, monolingualism is out. A monolingual brain is a dormant multilingual brain. Web-based learning is highly conducive to effective ...

DSCE-Annual Graduate Symposium II- Sept 2006. Multilingualism is in, monolingualism is out. A monolingual brain is a dormant multilingual brain. Web-based learning is highly conducive to effective language learning at school.

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Multilingualism, The Brain & Web Based Learning Multilingualism, The Brain & Web Based Learning Presentation Transcript

  • Multilingualism, The Brain, & Web-Based Learning Doctoral Student Council in Education Annual Graduate Research Symposium II By Sabine Reljic, SDSU-USD JDP EdTech, cohort 3 Sept 23, 2006
  • Introduction
    • Definition:
      • Phenomena regarding an individual speaker who uses two or more languages; a community of speakers where two or more languages are used, or between speakers of different languages. http:// en.wikipedia.org/wiki/Multilingual
      • Bilinguals and multilinguals outnumber monolinguals in the world’s population (de Bot & Kroll)
    • You will learn that:
      • Multilingualism is in, monolingualism is out.
      • A monolingual brain is a dormant multilingual brain.
      • Web-based learning is highly conducive to effective language learning at school.
    • Questions:
  • Agenda
    • Multilingualism
      • Languages: Mission Critical
      • Benefits
    • The Brain
      • Nature
      • Nurture
    • Web-Based Learning
      • Real Time Exchange
      • Virtual Exchange
  • Overview Premotor and motor Frontal integratrive cortex Sensory and postsensory Temporal integrative cortex Reflective observation Abstract hypotheses Active testing Concrete experience
  • Multilingualism
    • Languages: Mission Critical
      • Factors :
        • Knowledge/Community: Dynamic & migrating
        • Technology: global unification, new template for economic activity
      • Why : national security, culture, economic development, human well-being, etc.
        • January 5 th , National Security Language Initiative
        • February 6 th , Education for Global Leadership: The Importance of International Studies and Foreign Language Education for U.S. Economic and National Security
  • Multilingualism
    • Benefits
      • Personal : access, travel, understanding cultures, job opportunity
      • Cognitive : creativity, problem solving skills, intelligence tests, intellectual flexibility
      • Academic : symbolism of print, higher SAT,
      • Societal : economic competitiveness, political and security interests, cultural diversity
  • A Look Inside the Brain: Areas of the brain involved in linguistic performance . Kennedy, 2003, slide 17
  • The Brain
    • Nature
      • Cerebral dominance in linguistic acquisition
      • Brain Plasticity Theory and Correlation Theory of Brain Function
      • Language mapping
      • Kolb’s Cognitive sequence= biological structure of the brain (i.e. brain friendly)
    • Nurture
      • Activities: 2 hemispheres, MI, Experiential Learning
      • Emotions: “mother” tongue, id=background, motivation, attention span higher at playtime
      • Environment: threat-free, immediate feedback, collaborative learning.
  • Web-Based Learning is classroom-friendly
    • Why: This is how students function today. Period.
    • Real Time Exchange
      • Why: immediate feedback, the “now” buzz, international teacher/student collaboration
      • How: International classroom cooperation, Technology for language learning podcast, My Language Exchange, epals.com, International PenFriends Program…
    • Virtual Time
      • Why: simulation = language learning principles, sims’ support system.
      • How: community-based, open-scenario games (The Sims, World of Warcraft), web-quests, …
  • Virtual Reality in CALL
    • Simulation (Aldrich, 2004)
    • 1. Authentic and relevant scenarios
    • 2. Applied pressure situations that tap users’ emotions and force them to act
    • 3. A sense of unrestricted options
    • 4. Replayability
    • Language Learning Principles (Orwig, 1999)
    • People learn better if their learning is encouraged by speakers of the language. […] People need to experience language used in context …and in a variety of social settings
    • Motivation affects the time spent learning a language. […] If speakers of two languages really want to communicate, they can do a lot with a little.
    • People learning a language build up their own systems. […] You need chances to negotiate meaning with native speakers.
    • Replayability/Repetition helps things stick
  • Summary with Quotes
    • Representative Maurice Hinchey:
      • “ At no time in the nation’s history have Americans been more connected to the world than we are now –by trade and finance, media and culture, crisis and conflict . Yet there is mounting evidence that today’s young students are ill equipped by the education system to serve themselves, or their country, in the international arena. It is no surprise that Bill Gates recently termed America’s high schools as “obsolete” and as relevant as a 1950s mainframe computer. A recent Gallup poll of 13- and 17-year-olds revealed that less than half could link Napoleon, Churchill and Indira Gandhi to their native countries. One in three could not identify Hitler with Germany…” (Congressional Record, 21-Apr 2005.)
      • Bernstein, R. (2002):
      • “ 1 in 5 U.S. Residents Either Foreign or First-Generation.” (http://www.census.gov/Press-Release/www/releases/archives/foreignborn_population/000471.html)
  • More Information
    • To get the references of books, articles, electronic sources related to this presentation, please email me.
    • [email_address]
    • The Many Ways of Saying
    • Arigato . Merci . Danke. “ Thank you”. Mahalo . Gracias . Spasibo. Grazie . Ashante. Wa-Do. XieXie .