Neuroeducation_2012_vol-1_no-1_full

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Netten and Germain A new paradigm for the learning of a second or foreign language Interaction is also important as it creates contextualization of the structures being learned in authentic conversational use of the language in the school situation. In effect, it creates a form of TAP (Segalowitz, 2010). Students learn to adjust to the deficiencies of real communication, such as a sentence only partially heard, a new word or word used unexpectedly, and asking for clarification, expressing disagreement, and so forth. As a result, students are more capable of transferring their communication skills to use of the second language in the real world. However, the role of interaction has even greater significance. Interaction between the students contributes not only to the development of an individual internal grammar, but also to the overall social and cognitive development of the learner (Vygotsky, 1962). As students discuss the various themes contained in the units they not only negotiate meaning on a linguistic plane, contributing to the development of their language skills, they also engage in a sharing of ideas and understandings, which, it has been hypothesized, refines cognitive development. According to Perret-Clermont (1986), when engaged in social interaction, the individual learner rejects or modifies his previous conceptions, and as a result, develops new understandings and intellectual skills. Therefore, in order to ensure that each individual student develops his own internal grammar, it is essential that students participate regularly in social interactions in which they use the second language. This participation also appears to have a causal effect on cognitive development and the restructuring of thought patterns (Doise & Mugny, 1981; Vygotsky, 1962). It is this aspect of the neurolinguistic approach that enables it to make a much stronger contribution to the overall education of the child than the regular second language program (Germain & Netten, 2005b). The pedagogical consequences of this principle primarily affect curriculum design. Opportunities for group activities, pair work and other forms of interaction are built into the units to ensure that interaction among students is a regular part of the classroom activities. In order for the interactive activities to produce valid language use, all structures must be modelled and used beforehand in short exchanges to encourage relatively accurate independent use. To ensure that students are adequately prepared linguistically for all interactive activities, their preparation forms an integral part of each unit. In addition, in the creation of project activities, attention is given to the task in order to ensure linguistic content and to encourage motivational implication on the part of the student, as well as an adequate cognitive involvement. This view gives a different perspective on learning, showing not only the importance of skill development and procedural memory on an individual ISSN: 1929-1833 © 2012 Neuroeducation – December 2012 | Volume 1 | Number 1 102
Netten and Germain A new paradigm for the learning of a second or foreign language basis, but also of the importance of social interaction in learning. It would seem important that, in adapting the concepts of cognitive neuroscience to the field of neuroeducation, the role of social interaction in developing cognition should not be overlooked. 6. Applications of the NLA in real classrooms There are at the present time (2012) two classroom applications of NLA: the Intensive French program in Canada and a university-level French program in China, for young adults, aged 19, in one university (Gal-Bailly, 2011; Ricordel, 2012). The Intensive French program in Canada, which begins in grade 5 or 6 with students aged 11 or 12 and continues to the end of high school, began in Newfoundland and Labrador in 1998. Since that time, it has expanded to all provinces except Quebec, where there is Intensive English (a similar, but not identical program as it is not based on the NLA). Over 45,700 students have participated in Intensive French at grade 5 or 6 since the inception of the program. Results of the Intensive French program in Canada indicate that the NLA to the teaching of French as a second language is far more effective than the regular core French program. After one semester of instruction, approximately 300 hours, 70% of students in the program are able to communicate spontaneously in French on topics related to their age and curriculum. Oral testing of students from five different provinces, who participated in the Intensive French program, indicate that the average level of performance reached after five months of intensive instruction was at, or close to, 14, on the New Brunswick Oral Proficiency Interview Scale (OPI), a level that represents the beginning of spontaneous communication (Netten & Germain, 2009). As students continue their instruction in the Intensive French program through to the end of secondary school, they are able to attain the ability to communicate spontaneously on a wide variety of subjects, a score of 17 or Intermediate Level on the New Brunswick OPI. Their communicative abilities, while not equal to those of students who have participated in immersion programs, are far superior to those of students who have participated in the core French program, based on categories of the DELF (Diplôme d’études en langue française), as is shown in the graph below (Government of New Brunswick, 2010). It is interesting to note that, since 2008, the province of New Brunswick has replaced core French with the Intensive French program for all students who are not in immersion. ISSN: 1929-1833 © 2012 Neuroeducation – December 2012 | Volume 1 | Number 1 103
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EDITORIAL Neuroeducation: understan
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ÉDITORIAL La neuroéducation : mie
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EXPERIMENTAL RESEARCH Bridging the
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RECHERCHE EXPÉRIMENTALE Une pédag
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Page 85 and 86: THEORETICAL ARTICLE A new paradigm
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Page 115 and 116: COMMENTAIRE La neuroscience éducat
Page 117 and 118: Campbell et Pagé Neuroscience édu
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