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Michael Burri

Anthony Wotring

University of Wollongong, Australia

 

Yuen Sze Michelle Tan

University of British Columbia, Canada

 

Wendy Nielsen

University of Wollongong, Australia

 

Joshua Amiel

Blue Gum Community School, Australia

 

Abstract

Neuroscience is gaining increasing attention in English language teaching as recent research seeks to provide new insights into learning and second language acquisition. However, understandings from neuroscience have yet to inform English language teacher learning. This article addresses this gap by reporting on a 2.5-year longitudinal research project in which seven Japanese university English language teachers learned about neuroscience by initially participating in a 15-week teacher professional learning approach, namely, Learning Study. To enable accessible and applicable learning of neuroscience principles for our participants, teacher learning was focused on specific brain-based principles generally considered to be important in English language teaching (e.g., memory storage and retrieval, and the brain-body connection). Data were triangulated through focus group meetings and pre-, immediate post-, and delayed postLearning Study interviews, enabling an exploration of teacher-participants’ developing practices and cognitions (i.e., beliefs and knowledge) about brain-based principles. Findings revealed substantial development of participants’ practices and cognitions about brain-based principles with each teacher-participant focusing on a different area of interest intertwined with facilitating and impeding factors. This paper offers novel insights into the use and development of sustainable teacher-professional learning.

 

Keywords

English as a foreign language teaching, professional learning, neuroscience, practices, cognitions