Transferring language educational neurosciences (LEN) to primary contexts: Evincing a new perspective on language teaching and learning

Kurzfassung/Abstract

This paper introduces evidence-based concepts and methodological approaches to primary foreign language learning substantiated by language educational neurosciences (LEN). The aim is to illustrate the potential that educational neuroscientific research holds to complement insights from psychology, FL didactics and applied linguistics. Firstly, the importance of having an early start to (foreign) language learning is proven. Findings reveal that the years between 3 and 12 are essential to the successful learning of languages. Secondly, insights from LEN that substantiate the immense capacities of the implicit long-term memory (e.g. Schacter, 1995) are connected and transferred to the primary language learning context, before introducing two suitable classroom activities (storytelling, gamification) to foster it. For both main concepts (early start, implicit learning) and the latter’s implementation activities (storytelling, gamification), implications for the learning process are further derived. Together, this allows a first glimpse of the potential that LEN holds for primary language teaching and learning.