Glossary

Welcome to

learning in the 21st century

Glossary Aportes de las neurcociencias a la enseñanza del inglés

Welcome

Hello, thank you for reading us, today we will share how is conceived learning in the 21st century, get ready for this adventure, perhaps you will find some unknown words or just concepts that are way too interesting, so please, feel welcome to press all the interactive buttoms in order to watch videos or another docuements with valuable information

By the way, each word matches the color of a button, there you will find the info :)

content

What we should know

What we now know

What is essential now

Interpersonal and ageing mind

Learning mind

Metalinguistic mind

New words?

One aim of education is to develop global competences. Global competences depend on cultivating systems thinking, they relate to an ability to engage fluid intelligence which is linked to creativity & innovation. Global competences also depend on crystallized intelligence. Educational curricula have tended to value the cultivation of knowledge-building and the evaluation of crystallized intelligence through standardized tests.

What is essential now

What we now know

For a little bit of context!

useful words

CLIL

The Flow of Learning is a psychological state in which learners concentrate on a challenging task that is within their Zone of Proximal Development (ZPD) the affective filters are open, and the learning experience results in positive levels of personal satisfaction. An outcome can be deep learning

As the subject of study, a person may take several years to master a language. As a result, the individual may be able to demonstrate language proficiency on exams but may not be able to think deeply in the language. In this instance, the value of the language study time may lie in test scores and potential employment opportunities rather than mental and cognitive health benefits.

The possible benefits to mind and brain resulting from being able to think in more than one language is now a focus of research. The two languages form a connected system which is unique for thinking processes. This is one reason for interest in translanguaging in languages education.

Enables learners to reduce negative affective effects resulting from psychological distance.By triggering a simultaneous process of acquisition and learning, it can be possible to move towards enacting a flow of learning

WHAT WE KNOW NOW?

lEV VYGOTSKY

According to Vygotsky's sociocultural theory, cognitive growth is the outcome of cooperative learning, and it highlights how children can actively engage with their surroundings. According to Russian scientist Lev Vygotsky (1896–1934), social interaction helps youngsters learn.

Before a kid can master these aspects and has internalized the behavioral and cognitive structures required by the activity, adults have a responsibility to help, guide, and organize their development. When it comes to helping kids traverse the zone of proximal development (ZPD), or the gap between what they can already do and what they can't yet accomplish on their own, this orientation is more successful. Youngsters in the ZPD for a certain job are almost ready to complete it on their own, but they still require integration of some critical thinking skills. However, they are capable of finishing the task properly if given the proper assistance and direction.

PUSH for test

The Bilingual Advantage for Mind & Brain: what we should know

Comparably, a flexible mind is one that can adjust to the needs of thought in many contexts. A mind that is flexible is an adaptive mind. Developing global competencies also requires the ability to view the same object—a issue or other obstacle, for instance—from several perspectives. Having access to information and the capacity to use critical thinking to navigate it allows one to view things from several angles.

Think outside the box!

The problem-solving mind!

Thinking

Bilinguals

Problem-solving mind

Metalinguistic mind

The metalinguistic mind also enables a person to have specific types of ability in handling nterpersona dynamics in using language for communication.

The study of metalinguistics involves morphological awareness development.

By having more than one language a bilingual may be able to develop metalinguistic skills in ways in which a monolingual cannot.

Through phonemic awareness with enhanced reading abilities as well as a greater capacity for empathy in interpersonal interactions. It relates to critical thinking

Pragmatic skills involve understanding of how to use language to achieve goals in communication and is a key component of metalinguistic awareness.

The bilingual may find it simpler to interact with cognitive flexibility27 than a monolingual as they are able to use two language systems to comprehend and express thought and meaning.

research argues...

Interaction of two or more languages

Both linguistic systems may benefit from the interplay of two or more languages in the mind. When bilingualism is developed appropriately, experiences become additive rather than subtractive.

Multicompetence

The different languages people know form a connected system, a unique resource for thinking and action

This results in

A greater capacity for thinking and communication.

The fusion of both languages

creates a unified language system for thought and goal-achieving in life, or unitary linguistic competence.

Learning mind

This is a process where the person uses their previous knowledge (crystallized intelligence) to make sense of the environment around them by engaging with constructive processes

Crystallized

Crosslanguage

New words

Episodic memory

Constructive

One example relates to what is termed crosslanguage interactivity. This is specific to bilinguals and not available to monolinguals. It involves semantic and episodic memory.

Research indicates the possibility of a bilingual advantage through enhanced memory function.

Certain neurocircuitry and multisensory brain systems (such as alterations in brain structure, interhemispheric transfer, and functional plasticity), which permits bilinguals to experience change. It is evident that brain architecture can be significantly impacted by bilingualism and bilingual education.

Constructivism

Learning Mind

Memory

Working memory enables people to temporarily retain information so that the brain can ‘think’. Information that is retained becomes cognitive load.. A bilingual advantage in maximizing the effectiveness of cognitive load is reported in research, including superior performance of depth and syntactic complexity in hypothesis formation; from knowing a second language is only realised when a high degree of fluency is achieved

Interpersonal mind

• bilingualism can enhance interpersonal communication skills, such as understanding and responding to the needs of others, contextual sensitivity, and interactional competence.
• Bilinguals are said to develop the ability to recognize differing beliefs earlier than monolinguals, indicating enhanced perceptiveness in communication.
• This may be related to enhanced inhibitory control, which allows bilinguals to think beyond initial impulses and choose appropriate responses in communication, leading to greater communicative sensitivity and understanding of others in intercultural contexts.

Useful related words

The Ageing Mind

Research suggests that being bilingual may provide a cognitive advantage and slow down age-related neurodegeneration. Bilingual individuals may experience changes in executive function and working memory, which can help slow down the decline of certain cognitive processes as they grow older. This cognitive reserve may protect against the negative effects of aging and potentially contribute to enhanced neural plasticity and brain vasculature. This has implications for individuals, families, healthcare systems, and societies as a whole.

Jocelyn Itzel Aranda Sánchez

Cognitive flexibility is unquestionably helpful in acquiring global competencies and navigating the challenges of living in the Information Age. Examples of this flexibility include the ability to engage in divergent and convergent thinking, which involves thinking broadly across a range of possible ideas or very focused. Due to the growing belief that global competencies are necessary for a successful adult life, bilinguals may have benefits over monolinguals.

Some studies have looked at problem-solving with respect to bilingual and monolingual behaviour when people are involved with multimedia gaming. This links to development of types of competence for navigating information and communications technology. It is one feature of digital literacy. These studies reveal that bilinguals tend to have an advantage in problemsolving which is cognitively demanding, and also when processing demands are high.

Systems thinking

Systems Thinking: seeing patterns and inter- dependency of how one thing is related to and influences another “Neurons that fire together, wire together.” - Donald Hebb The more the brain does a certain task, the stronger that neural network becomes, making the process more efficient each sucessive time.

CLIL

Construal Level Theory defines psychological distance as the space, time, location, interpersonal relationships, and difference between something real and something imagined that separates a person from something.

Deep learning can occur when people are in the "flow of learning," a highly concentrated mental state that they encounter while working on a highly focused task.

Affective Dimensions:

Emotional components of education and learning, such as anxiety, low self-esteem, self-direction, anxiety, lack of purpose, and negative thinking, can activate the affective filter and impair the ability to learn effectively.

ability to reflect on and build awareness of language

Multicompetence

In "1+1=3 and multicompetence," Vivian Cook delves into the idea of linguistic multicompetence, or the capacity to speak and understand multiple languages fluently. According to Cook, multicompetence entails interaction and mutual impact between the languages a person speaks rather than being the sum of their individual proficiency in each language.Cook explains that a person who speaks two languages can have linguistic abilities that are larger than the sum of their individual language skills by using the metaphor "1+1=3" to convey this idea. This is due to the fact that learning and using one language can be influenced by one's experience and expertise in another.

Conceptual expansion

expansion of a person’s conceptual system which can lead to enhanced creativity and the formulation of new ideas.

PRAGMATICS :)

Crystallized intelligence

Raymon Cattell

ability to make deductions in developing secondary relational abstractions by drawing on primary relational abstractions - what a person has already learnt as prior knowledge

is reflected in a person's general knowledge, vocabulary, and reasoning based on acquired information.

Crystallized intelligence examples include memorizing information such as facts and routines. For example, trivia champions have a high degree of crystallized intelligence, able to memorize, store, and access large amounts of facts.

Did you think he could get rid of me so easily? I'm everywhere, teacher -Jean Piaget

Bilinguals rule!

• Successful language learning requires opportunities for both language acquisition and language learning. This is the basis of the acquisition-learning hypothesis.
• This is often sub-conscious where the learner may not realize that it is happening. We acquire language when we understand and engage with content. This is the basis of the comprehension hypothesis
• A widely discredited counter hypothesis is the maximum exposure hypothesis. This suggests that exposure alone enables people to successfully learn a language.
• Learning words, rules and grammar in a language lesson involves a conscious process. . This type of pedagogy is against the principles of innate language learning ability (the natural way we learn a language). It can lead to emotional and attitudinal problems explained by the affective filter hypothesis

LANGUAGE LEARNING

LANGUAGE

LEARNING

There are affective dimensions which can reduce a person's ability to learn a language. These include: low motivation, negative attitudes, poor self-esteem, and anxiety,this rise and reduce the potential for successful learning performance.The affective filter can be lowered if the language learner's mind is diverted from learning about abstracts of language towards using language to learn meaningful content.

• Successful language learning can be achieved through a blend of opportunities for language acquisition and language learning. This is achieved through variant models of Content and Language Integrated Learning (CLIL)

Problem-solving mind

Executive function

cognitive processes that consciously control our thoughts, emotions and behaviours to achieve goals. These include inhibitory control, attention control, cognitive flexibility amongst others.

provides a cognitive asset, which could enhance the potential for developing fluid intelligence. It is fundamental to all cognitive life.A bilingual advantage in relation to aspects of problem-solving, including abstract thinking skills, creative hypothesis formulation, higher concept formation skills, and overall higher mental flexibility

A cognitive system a person has enabling them to keep information temporarily accessible while dealing with thinking processes, distractions, or attention shifts