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 5th, National Security Language Initiative• February 6th, 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 CALLLanguage Learning Principles

(Orwig, 1999)

1.1. People learn better if their learning is People learn better if their learning is encouraged by speakers of the encouraged by speakers of the language. […] People need to language. […] People need to experience language used in context experience language used in context …and in a variety of social settings …and in a variety of social settings

2.2. Motivation affects the time spent Motivation affects the time spent learning a language. […] If speakers learning a language. […] If speakers of two languages really want to of two languages really want to communicate, they can do a lot with communicate, they can do a lot with a little.a little.

3.3. People learning a language build up People learning a language build up their own systems. […] You need their own systems. […] You need chances to negotiate meaning with chances to negotiate meaning with native speakers. native speakers.

4.4. Replayability/Repetition helps things Replayability/Repetition helps things stick stick

Simulation Simulation (Aldrich, 2004)(Aldrich, 2004)

• 1. Authentic and 1. Authentic and relevant scenariosrelevant scenarios

• 2. Applied pressure 2. Applied pressure situations that tap users’ situations that tap users’ emotions and force them emotions and force them to act to act

• 3. A sense of 3. A sense of unrestricted optionsunrestricted options

• 4. Replayability4. Replayability

Summary with QuotesRepresentative 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.

Sabine@Reljic.com

The Many Ways of Saying

Arigato. Merci. Danke. “ Thank you”. Mahalo. Gracias. Spasibo. Grazie. Ashante.

Wa-Do. XieXie.