The Bilingual Brain

Document Sample
The Bilingual Brain Powered By Docstoc
					The Bilingual Brain

   Jillian Janus and Yael Zahtz
   6/5/07
Background Information

  38% of total student population are
   English language learners
  Numbers are going up every year
  “sink or swim” or ESL classes
  ELL students are categorized as “at risk”
  Lower expectations and quality of
   education
Background Information Cont.

  U.S. Department of Labor, 1993:
  3-5 years to acquire English needed for
   social settings
  4-7 years to attain grade norms in
   “academic” English
  Video
Neurobiology
    PET scans were used to measure brain activity in
     bilingual brains
    People who grew up bilingual had brain activity in the
     same area of the Broca’s area.
    People who learned a second language later in life
     activity was found in two separate parts of the Broca’s
     area.
    Wernicke’s Area stores the ability to understand and
     process information for both early and late bilinguals.
Neurobiology
Broca’s Area
Neurobiology
Wernicke’s Area
Neurobiology
  Bilingual children are
   found to have better
   abilities to block out
   misleading
   information
  It is believed that this
   is due to the bilingual
   child’s early use of
   executive functions,
   which is located in
   the prefrontal cortex
Neurobiology

    The brain of the bilingual is thought to to
     work harder to differentiate between the
     two languages stored in their brain.
     therefore they are better “trained” to
     avoid interference.
Educational Implications
    Language acquisition takes        School psychologists need to
     time and hard work on the          take into account the time it
     part of the student                takes to acquire academic
    Research shows that                English before testing ELL
     teachers who use differences       students.
     in language and culture in        Research has shown that
     their classrooms as a way to       school psychologists or
     teach both ELL students and        school counselors who form
     native English speakers have       support groups for ELL
     ELL students that are more         students to discuss the
     academically and socially          different aspects of being an
     successful.                        ELL student have been
    Patience, understanding, and       shown to have more success.
     encouragement is needed for
     these students.
Questions?

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:62
posted:3/13/2012
language:
pages:10