The document discusses various brain-based learning theories in the context of teaching foreign languages, particularly Chinese. It highlights the importance of engaging the emotional, curious, meaningful, and social aspects of the brain in language learning, emphasizing methods like cooperative learning and creative activities. Additionally, it stresses that learning happens both in and out of the classroom, advocating for a dynamic approach to language education that incorporates music, movement, and real-life application.

1. Brain-Based Foreign Language Learning Frank Lixing Tang, Ph.D. Robin Harvey New York University Project for Developing Chinese Language Teachers October 31, 2009

3. What’s new? The meaningful brain The curious brain The emotional brain The social brain The conscious & subconscious brain (Caine & Caine, 2001)

4. The curious brain The brain is attracted to novelty. It tends to become more active when exposed to new ideas and challenges.

5. The meaningful brain Meaning is more important to the brain than is information. The brain searches for meaning through patterning. Patterning allows for the storage and connection of information into meaningful categories.

6. The emotional brain Emotions and intelligence originate in separate places in the brain, however, their paths cross each other—they are inseparable. It can be enhanced by stimulus and challenge.

7. The social brain Our brain is social. Interaction and social status impact stress level. Language learning becomes more effective in a learner friendly setting where scaffolding, cooperative learning, and social interaction take place.

8. The conscious and subconscious brain Learning involves both conscious and subconscious processes. Learning not only takes place in the classroom but occurs in everyday life. Successful language learners extend their learning beyond the textbook and the classroom.

9. Mel Levine : Founder of All Kinds of Minds Institute … transform a verbal into a visual task, and a visual task into a kinesthetic one. Challenging the brain, not numbing it with overload, keeps the mind happily humming and is essential to t eaching . A Mind at a Time (2002)

11. The New Bloom’s Taxonomy

12. Engage the Emotional Brain “ Why do I have to learn Chinese?” “ I have no choice, it’s the ONLY language offered here!” Vs. “ I LOVE CHINESE! We wrote skits and they were soooo funny! “ My Chinese teacher taught us the coolest song in class!”

13. Engage the Emotional Brain But that’s not REAL learning! Real learning entails suffering! But I didn’t learn that way! But the kids are so NOISY when I teach this!

14. Engaging the Meaningful Brain What is the purpose of learning a language? To know all the rules and never make a mistake To pronounce every tone perfectly To communicate and share your meaning Language teaching is the perfect place to practice engaging, brain-based learning

15. Sing the song (conjugating “To Be”): Sum es est sumus estis sunt eram eras erat eramus eratis erant ero eris erit erimus eritis erunt And Pray to the God of the North for Snow : Latin was the most popular class in my high school

16. Engaging Students: The Social Brain Cooperative Work Interviewing classmates, Creative Writing (skits, plays, songs)

17. Keep everyone involved! Performance: Students who watch must understand Students can ask questions about the performance Students can answer questions Engages the emotional, curious, meaning-seeking brain

18. The Meaningful Brain Seeks Patterns Take advantage of this in teaching characters 呢 妹 姐 妈 林 树 吧 听 呢 吗 梅 森 果

19. The Curious Brain Role-Play Activity: Who Am I? Teacher gives student(s) “secret identities” Student must speak to classmates as if s/he is the “secret” person Describe a typical day of the secret person Describe what the secret person likes May NOT describe yourself or what you do Classmates must guess the “secret identity” Language becomes the tool to discover the identity

20. The Curious Brain: Alibi

21. Music and Movement Listening to music creates state of relaxed alertness Music creates emotion in students Students enjoy having music in the classroom While Students are relaxed and enjoying music, YOU are evaluating their listening skills Conscious and Subconscious Brain

22. Chemistry through Dance A failing student astounded everyone with his remarkable dance intelligence. He was able to repeat a complex twelve-count phrase after seeing it only once. "I really put in an effort to understand the chemistry so I could make a good dance," he explained. Some students worked with first graders, teaching them about chemical reactions and then choreographing and performing with them. A young man said, "I felt empowered because the first graders wanted to hear what I had to say about science."

23. Sing a Song: Make your own video Project Procedures: Learned the original song, vocabulary and “patterns” Designed our own dream houses Drew pictures of our own dream houses Wrote the lyrics Scanned pictures and recorded voices to create powerpoint (could use voicethread or other programs as well)

24. Sing a Song: Culture, Lyrics, Speed! 在 梅 边

25. Project for Developing Chinese Language Teachers (DCLT) Project DCLT New York University Frank Lixing Tang, Ph.D., Director Robin Harvey, Coordinator [email_address] (212)992-9367