A Two-sided Mind Approach

By teaching both sides of the brain,

society could look forward to a wonderful

new world of two-handed, two-brained

citizens (...)

-John Jackson, 1906

Language teachers, methodologists and members of varied related fields have always shown interest in finding and developing a “Perfect Approach to Language Learning” (PALL) that would help students learn a language without effort, in a fast way and with permanent results to use it fluently and accurately in a wide variety of contexts outside the classroom. They concentrated on one or some or even none of these interests, some differed widely from each other while others shared some similarities and most of them, when implemented, were considered the PALL in their time and experienced some fame for some time until they were discarded when a new PALL came to light. The difference they had (and still have) was (and still is) how to achieve the goal of developing the ability in students to use the language more than the goal in itself. Teachers may place the emphasis on form or function, on cultural awareness or communication depending on which method or approach they support, but there are two elements that will always be present in the process of language learning: the student and his/her brain. As students are no longer the passive recipients of knowledge, but acquire it actively, most methodologies are recognizing and respecting their individual personalities and taking their needs into account. In the following paragraphs, I will explore the importance of teaching for the two sides of the brain and its implications for education in developing optimal learning experiences to respond satisfactorily to those needs.

The brain is divided into two hemispheres which differ in their processing styles but are complementary. The hemispheres work simultaneously when solving tasks and the differences each one possesses make it easier for them to work together.

Research on the hemispheres of the brain has made it evident that we possess two different and complementary ways of processing information- a linear, step-by-step style that analyses the parts that make up a pattern (in the left hemisphere) and a spatial, relational style that seeks and constructs patterns (in the right). (Verlee Williams, 1983, p.xi)

(See Appendix 1 for a chart specifying the different types of processing of the two hemispheres.) From this it can be derived that developing in our students the ability to have access to different ways of processing information is essential to foster different ways of tackling varied tasks and difficulties throughout their lives.

Hemispheric research findings reveal the need to find different modes of managing education as “students learn in many ways and [...] the more ways one can present information, the better they will learn” (Verlee Williams, 1983, p. 9-10). To begin with, in the typical classroom, as material is generally presented through (text)books or lectures which assign excessive importance to words and numbers, the left hemisphere is used actively to process the information available, while the right one does not develop its full intellectual range. Secondly, those students who do not master a linguistic or logical-mathematical intelligence[1] will not receive much reinforcement and will thus fail as their performances will be poor. Moreover, “brain research has confirmed that emotions are linked to learning by assisting us in recalling memories that are stored in our central nervous system.” (Lackney, J.A.) By using techniques that promote right-hemisphere processing, we will be generating emotions[2] that will in turn make the learning experience noteworthy and permanent as it will produce changes in the long term memory.

In conclusion, when coming to the language classroom we should broaden our teaching strategies and bear in mind the differences between the two hemispheres of the brain. Whether we support different methods and/or approaches or even show an eclectic approach to language teaching and make use of the best elements from each method or approach, we should keep a balance among the techniques we use to make new information appealing for the two-sided mind when presenting it. Taking this into consideration will help us design optimal and motivating learning environments where all the students’ potentials are taken into account in order to produce long-lasting effects and transform the learning experience into a memorable one.

Appendix 1

Brain Hemispheres and their functions

Source: http://gaininginsight.com/blog/archives/569

References

Armstrong, T. “Multiple Intelligences.” URL : http://www.thomasarmstrong.com/multiple_intelligences.htm

“Developing Creative/Critical Habits of Mind.” URL: http://members.tripod.com/~ozpk/insite5.html

Jensen, E. (1997). Completing the puzzle: The brain-compatible approach to learning (2nd Ed.). California: The Brain Store.

Lackney, J. A. “12 Design Principles Based on Brain-based Learning Research.” URL: http://www.designshare.com/Research/BrainBasedLearn98.htm

Ornstein, R. (1997). The Right Mind. Florida: Harcourt Brace & Company.

Verlee Williams, L. (1983). Teaching for the Two-Sided Mind. New York: Simon & Schuster, Inc.

[1] The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults: Linguistic intelligence,Logical-mathematical intelligence, Spatial Intelligence, Bodily-Kinesthetic intelligence, Musical intelligence, Interpersonal intelligence, Intrapersonal intelligence, Naturalist intelligence. (Source: http://www.thomasarmstrong.com/multiple_intelligences.htm)

[2] Emotions originate in the midbrain or what has been termed the limbic system and the neo-mammalian brain. Sensory information is relayed to the thalamus in the midbrain, which acts as a relay station to the sensory cortex, auditory cortex, etc. When sensory information reaches the amygdala, another structure in the midbrain, that sensory information is evaluated as either a threat or not, creating the familiar fight or flight response – the physiological response of stress. This information is only then relayed to the frontal cortex, our higher cognitive functions, where we take the appropriate action.

(Source: http://www.designshare.com/Research/BrainBasedLearn98.htm)