Applications of Brain-Based Research to Second Language Teaching and Learning: Part 1

by Mary Ann Christison

This article is adapted from the author's plenary speech at the 32nd Annual TESOL Convention in Seattle, Washington. The informal nature of the presentation has been retained. Part 2 will appear in the June/July 1999 issue.

The topic of brain-based teaching and learning has intrigued me for the past several years and has received much attention in educational circles. Brain-based teaching and learning focuses on how the brain learns best and how language teachers can learn to understand and use this knowledge to help second language students learn English quickly and efficiently. In effect, we are talking about creating second language curricula that are brain-compatible.

I would like, first, to focus on some of the factors leading to this surge of interest in the human brain. For years, the only way we acquired information about how the brain worked was from autopsy examinations. Although these studies have been important, they provide only limited information about the human brain. Recent technological advances, however, have made it possible for us to study the living brain, and that is exciting.

Brain Biology 101

Few of us can recall much about brain biology from our studies because, at that time, we probably did not believe that the information about the brain related much to our career goals as teachers. My goal here, however, is to convince you of the relevance of brain biology to your work as language teaching professionals.

The Importance of the Limbic System

The cognitive side of learning usually receives a great deal of attention, but the affective side of learning is also important. Neuroscientists are just now mapping this important component of learning (Jensen, 1998). We know that blood flows to different parts of the bra

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