Contributions of educational neuroscience to the acquisition of linguistic skills of spanish as a foreign language

Abstract

Sustainable development goal (SDG) number four advocates for free, equitable, and quality primary, secondary, and university education that produces relevant and effective learning outcomes. To achieve this, teaching practice must be based on didactic approaches based on scientific evidence that demonstrate that significant learning is actually taking place in the classroom.

Neuroscience applied to the world of education provides data based on scientific studies that help choose the most effective methodologies for effective learning. Cognitive neuroscience is the result of the fusion between biomedical sciences (biochemistry, molecular and cellular biology, genetics, among others) and psychology. If cognitive neuroscience is applied to education, it results in what is known as educational neuroscience (also known as neurodidactics, neuroeducation, or mind, brain and education in English). This discipline focuses on the study and improvement of teaching-learning processes based on scientific research on the brain’s functioning. To do this, it draws on three different areas of knowledge: neuroscience, psychology, and education.

Therefore, knowing how students’ brains work will help teachers improve their educational practice and design quality learning experiences, as intended by SDG 4. Language teaching, in this case, Spanish as a foreign language (ELE, for its initials in Spanish), cannot be left out of the principles of neuroeducation. Therefore, we will present some neuroeducational aspects that teachers must consider to help students improve their linguistic skills in the ELE classroom.

Firstly, we will define neuroeducation and its connection with SDG 4. Secondly, we will dismantle some neuromyths that concern language teachers. Thirdly, we will talk about the most important executive functions in the ELE classroom (emotion management, attention management, memory management, and cognitive flexibility). We will finish with some important conclusions for teaching Spanish as a second language from a neuroeducational point of view.