Interhemispheric foreign language learning

*Interhemispheric foreign language learning is a method activating both sides of the brain. It is entirely based on recent brain research, specially on the discovery of the mirror neurons.

*1.What is "interhemispheric learning"?
*2.What is "interhemispheric second language learning
*3.How does it work?
*4.The crucial factor: The behavior of the language teacher
*5.The empirical studies

*1. Interhemispheric second language learning is a form of learning that activates both hemispheres of the brain , based specially on the discovery of the mirror neurons by Rizzolatti. It could be applied to many types of learning, but so far has been scientifically applied only to second language teaching and second language learning. Traditional second language learning, which focuses on learning vocabulary and grammar and using textbooks, mainly activates the left hemisphere. Interhemispheric learning, however, also stimulates the right hemisphere and enhances interaction between both hemispheres.

* 2. Interhemispheric foreign language learning is based on recent results of brain research (Rizzolatti 2003)on mirror neurons. That research shows that gestures and all nonverbal communication activate Brodmann 44 and 45, responsible for language (Broca) as sign language not only activates the right hemisphere of the brain responsible for gestures, but also the left hemisphere, responsible for language. The research on mirror neurons show also that mental imagining gestures activates the right hemisphere of the brain, just as actually carrying out these gestures. Thoses results are used now for second language teaching and learning.

*3. Interhemispheric second language learning is based on repeating vocabulary using a sequential variation of techniques (Macedonia, 2004) requiring active participation. It usually involves four phases. It begins with emotional intonation, gesturing and sign language (Mc Guire 1997) while speaking and rhythmical speech. This is followed by learning in a state of relaxation, with mental visualization. Subsequently, it involves a phase during which students work in pairs, asking each other about the vocabulary learned and helping each other. Finally, traditional teaching using textbooks is resumed, while integrating elements of interhemispheric learning such as speaking aloud, using gestures, writing sketches and practicing role-playing.

*Interhemispheric second language learning is not a set of fixed procedures, but is open to complementary techniques such as mnemonics. It must be adapted by the teacher according to the age and the interests of his or her students.

*4. As in the case of any new learning technique, a crucial factor for the success of interhemispheric learning is the suggestopedic suggestopedia behavior and attitude of the teacher on the verbal and specially on the non verbal level. The students must value the new techniques and respect the professional skill of the teacher. Otherwise, no good results as described below will be possible.

*5. Interhemispheric learning is said to enhance and accelerate (accelerated language learning)performance. It seems that so far there have only been a few empirical studies of the effectiveness of interhemispheric foreign language learning.("psychopedia" Baur 1991) The most recent study (Schiffler 2002) involved experiments in Germany with classes learning French as a third language. In six classes the students translated more than 60 new words in French after an interhemispheric learning period of 45 minutes: In another experiment with a learning period of one hour, the students translated more than 80 new words with a context from German into French.(Schiffler 2003)
*Baur, Rupprecht, Superlearning und Suggestopädie, München, Langenscheidt, 1991.
*Lozanov, Georgi, Suggestology and Outlines of Suggestopaedia, New York, Gordon & Breach Science Publisher, 1978(Translated from: Nauka i Iskustvi, Sofia, 1971.
*McGuire, P.K. et al., Neural correlates of thinking in sign language, in: Neuroreport, 8, 3, 695-698.
*Macedonia, Manuela, Fremdsprachen lernen und Gedächtnis, Linz, Trautner, 2004.
*Meier, Josef, Mehr Freude und Erfolg beim Englischlernen mit innovativen Lern- und Mentaltechniken, München IBS, 1999.
*Rizzolatti, Giacomo et al., The mirror system in humans, in: Mirror neurons and the evolution of brain and language, Amsterdam, John Benjamin, 2003, 37-59.
*Schiffler, Ludger, Suggestopedic Methods and Applications, Philadelphia etc: Gordon & Breach Science Publisher, 1992.
*(Translated from: Suggestopädie und Superlearning – empirisch geprüft, Frankfurt am Main: Diesterweg, 1989.)
*Schiffler, Ludger, Effektiver eine Fremdsprache lehren und lernen – Beide Gehirnhälften aktivieren, Donauwörth: Auer, 2002.
*Schiffler, Ludger, Interhemispherisches Lehren und Lernen im Fremdsprachenunterricht. Bericht über einen Unterrichtsversuch zum Vokabellernen. In: PRAXIS des neusprachlichen Unterrichts, 3/2003, 228-233.