Joan Netten|Claude Germain
A new paradigm for the learning of a second or foreign language: the neurolinguistic approach
Memorial University of Newfoundland|Université du Québec à Montréal
article considers contribution research neuroscience resolving question develop communication skills second language institutional settingthe purpose article demonstrate findings cognitive neuroscience assist educators understand complexity learning result develop effective instructional practicesthe article begins brief description two options learning french second language currently offered canadian school system deficiencies inherent programs country attempting foster englishfrench bilingualism anglophone citizenssecondly paradigm underlying core french option based cognitive psychology examined limitations discussedthe remainder article presents neurolinguistic approach nla developed authors explaining bases cognitive neuroscience ensuing five major principles approach pedagogical consequences one entailsreference made two classroom applications nla intensive french implemented widely canada another adaptation implanted chinaafter comparing approach briefly french immersion limitations nla presented article concludes directions future researchthe positive results practical applications nla indicate important contribution research cognitive neuroscience make improving learning classroom situation