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Practical Ways Brain-based Research Applies to ESL

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Here's Judy Lombardi's article on Brain-based research and how it applies to ESL learners.  Introduction These are exciting times for ESL teachers. W e are in the midst of a revolution in new teaching and learning strategies, i.e., “…accelerated learning; action research; applied learning; arts in education; character education; cognitive coaching; cooperative learning; democratic classrooms; emotional intelligence; environmental education; environments for learning; graphic tools; instrumental enrichment; keeping fit for learning; learning styles; literacy; multicultural education; multiple intelligences; service learning; teaching for understanding; technology in education; thinking skills”(http://ww w .newhorizons.org/strategies/front_strategies.html,  2002 ESL faculty are infusing nontraditional types of instructional strategies, from portfolios to case studies to gallery walks, into their teaching. Brain-based and second language acquisition research has taugh...
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Newly Added Websites

Check out the new websites just recently posted to our blog. There are some great second language acquisition resources, as well as, GLAD strategies resources. Also, check out the new website for L&M Educational Consulting. It's still under construction, but our contact information is there. Thanks!
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Reflections

One school year has ended and the next is (hopefully after a time of rest) soon to begin. Summer is a good time to reflect upon what worked in my classes and what did not. What will I keep? What will I change? What will I eliminate? What would I like to tweak or try? Reflective practice... is the habitual and judicious use of communication, knowledge, technical skills, reasoning, emotions, values and reflection in daily practice for the benefit of the individuals and communities being served. (Epstein and Hundert, 2002)  Introduced in 1987 by Donald Schon, the concept of reflective practice is a way for beginning teachers to match their own practices to those of successful practitioners and for experienced educators to reflect on the effectiveness of their lessons and to be aware of the need to change practices and/or direction as their student population changes. As the concept grew in popularity, many schools, colleges, and departments of education began designing teacher educati...
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