The document discusses neurological considerations for English language teaching at different stages of development. It notes that the left hemisphere focuses more on language and lateralization of brain functions occurs during puberty. The right hemisphere is better suited for learning second languages post-puberty. It also discusses cognitive, affective, and linguistic factors in childhood, puberty, and adulthood that are relevant to language acquisition.

1. NEUROLOGICAL
CONSIDERATIONS
English teaching practicum
Jessica Sarabia

2. NeurobiologicalLeft
hemisphere
focuses in
language. Lateralization ends to work in the puberty so, the
child neurologically assigning function little y little
to one side of the brain or the other.
Biological Timeable: the accent at puberty, enabling
species to form an identity with their own
community as they anticipate roles of parenting and
leadership.
Right
hemisphere is
better to learn
SL post-
pubescent.
Antropological evidence: tells us hat in the
adulthood, a person, could acquire more than
two languages if it is exposes to;

3. childhood
cognitive
puberty
adulthood
Developing their
sensory motor stage
They become
capable of
abstraction, of
formal thinking.
They could profit
from certain
grammatical
explanations and
deductive thinking.

4. affective
Very young children are highly
egocentric, the world revolves about
them.
At puberty the inhibitions are
heightened in the trauma of
undergoing critical physical, cognitive
and emotional changes.
These changes rise to a defensive
mechanism I which the language ego
becomes protective and defensive.
In adults the ego is a powerful tool to
their self-confidence.
The negative attitudes ca affect success
in learning a language.
Macnamara noted that “ a child who
suddenly is transported from Montereal
to Berlin will rapidly learn German, but
as children, reach school age, he also
begins to acquire certain attitudes
toward types and stereotypes of people
of there.
The peer pressure children
encounter in language
learning is quite unlike what
the adult experiences.
Adults tent to tolerate
linguistics differences more
than children, and therefore
errors in speech are more
easily excused.

5. linguistic
BILINGUALISM
When a child learns
two languages at the
same time; child
learns two first
languages.
Interference L1 and L2
Grammatical structure is
easily confused. The brain
pressure to apply the
structure acquired in
childhood is stronger.
In adults it is more
vulnerable.
Order of acquisition
Children use a creative
construction process, as
they do in their L1.