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:

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

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

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

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.

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, …

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

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)

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 .

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 .