Equitable Access: Discover the True Power of Language

EDUCATION NEUROSCIENCE
New Field of Study
KEY DISCOVERY
Brain Science
Empirical Science on How the Brain Thinks
How the Brain Learns, Processes Information Acquires Knowledge
and Comprehends
Key to Learning is Language
The Global Institute for Language & Literacy Development, LLC.

PURPOSE
TEACH THE WAY THE BRAIN LEARNS
ITS ALL ABOUT LANGUAGE!

DISCOVERY
Key to Learning is Language

INSIGHT
 Without language one cannot think, develop concepts,
acquire knowledge or effectively communicate its
meaning.
 Language is the key to learning!
 Language is the key to reading!
 Language is the key to developing cognition,
comprehension and executive function skills!

COGNITIVE Researchers
 Pettito, Laura Ann. (2008). Bilingual Brain Map.
Bilingual Brain.
 Snow, Catherine. (2010). Language is the KEY to
Literacy. Time to Act.
 Lyon, Reid. (2012). Language is the KEY to Reading.
Brain Health Institute.
 Bialystock, Ellen. (2014). Learning multiple Languages
Increases Cognitive Capacity and Delays Alzheimers.
Bilingual Brain.
The Global Institute LLC copyright 2008- 2017 .

WHAT IS LANGUAGE
Language is the “internal brain neural networking system” (nature) and
external intentional interactive development (nurture) to develop and use
complex systems of communication.
READING WRITING SPEAKING LISTENING = COMPREHENSION
Language uses logical structures and real-world references to process,
convey and assign meaning to thought and manage and resolve obscurity.

EXECUTIVE FUNCTION
How the brain processes information (input) to choose
accurate information (output) which corresponds to
complex demands of any given task.
Higher Order Thinking the highest form of brain
activity produces complex thought.
This neurological process develops in individuals is the
last neurological area to mature. (ages 8-25)

Executive Function and Language
 Thinkers, creative problem-solvers & leaders with strong executive
function skills must have the ability to communicate through
planning, flexibility, tolerance,
risk assessment, informed decision-making,
reasoning, analysis, effective communication
delay of immediate gratification to achieve long-term goals.

THE LANGUAGE STORY
 Babies are born Universal Linguists
 Hear every sound in any language regardless of language or country.
 Every child is born with the ability to process any and all languages from
birth to 1 yr. old.
 Babies begin to discriminate language sounds beginning 3 mos to 1 yr.
 Babies respond to language/s of primary caregiver early in language
process.

3 BRAIN PATHWAYS
 WHAT: you hear - discriminate sound
 WHERE: where sound originates and travels
 HOW: you hear it - scramble and organize from sound
to visual imagery and concept
 Impact: develop neural pathways for comprehension

Optimal Window of Learning
 Children hearing 2-more languages from birth learn both languages
equally.
 Learning 2-more languages does NOT delay the language development
process in either.
 There are optimal “windows of time” for language/s learning. Birth to 8 is
first window. The opportunity lasts a lifetime.
 Children who do not develop ANY language by 12-13 yrs window of
language learning CLOSES

NATURE v NURTURE
 Bilingual Brain Map
 Children born with inherent ability to hear and discriminate all sound/s
 BUT discreet sound articulation/discrimination must be taught
EXPLICTLY. (Pettito)
 Language must be taught by age 12-14 or lose ability to develop language.
(Indiana University)
 Dual language Brain Imprint: 2 Sides of Brain

MYTH BUSTERS
o No right-left brain distinction in learning
o No specific time allocated to learn language/s
o No silent period in language development
o No preferred learning style
o Children born with ability to hear all language
o 3-6 months begin discriminating sounds
ALL CHILDREN UNIVERSAL LINGUISTS
ALL LEARNERS PROCESS LANGUAGE THE SAME

MYTH BUSTERS
 Learning 2 languages simultaneously or sequentially interferes with either
 Hydration matters: no research
 Lose the ability to acquire 2nd language if not begin by age 3-5 or in early
years.
 Older learners do need emphasis on sound differentiation and
articulation or ‘ learn the discreet articulation of sound’
 What Happens When you don’t effectively and efficiently process
language/s.

CHALLENGE
 The National Assessment for Educational Progress
(NAEP) Report (2012).
 91% of ‘language minority students’ or English
Learners (ELs) DO NOT read at the proficient level in
the 4th grade.
 86% of ELs DO NOT perform at the proficient level in
math in the 8th grade.

SOLUTIONS
 Educational Environments
 Optimize Language Learning
 Highly Effective Teachers
 Comprehensive Aligned Systems
 Stakeholder Teams

The Global Institute for Language & Literacy Development Copyright 2008, 2012 & 201419
Alignment is KEY to EL Academic Achievement
English Language
Proficiency Standards
Curriculum
INSTRUCTION
(Language Development/Acquisition
& Content)
&
PROFESSIONAL DEVELOPMENT
Aligned
Aligned
Aligned
Academic
Content Standards
Scientific Based
Research
Academic
Content
Assessment
Data
Data
English
Language
Proficiency
Assessment
Aligned Aligned
Annual
Measurable
Achievement
Objectives
State Academic
Content & Achievement
Objectives
Title I

HOW
Students become 21st century’s creative thinkers
Foundational Skills
critical analysis, induction, deduction, relational thinking, inference,
prediction and communication.
These processes must be explicitly taught first.
TEACH HOW THE BRAIN LEARNS!

ENGLISH LEARNERS
ACCESS
to
ACADEMIC SUCCESS
BUILDING MINDS__________________CHANGING LIVES!!!!!

Equitable Access: Discover the True Power of Language

Equitable Access: Discover the True Power of Language

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Equitable Access: Discover the True Power of Language

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