About this paper

Appears in:
Pages: 4671-4676
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain

THE NE.FO.DO PROJECT: A NEURODIDACTIC OF FOREIGN LANGUAGE

F. Di Gesù

University of Palermo (ITALY)
Latest neuroscience and psychological researches have provided an overview of how humans learn: there isn’t only a single way of learning, each person has a particular form or style. Knowing how the brain learns, understanding mechanisms underlining learning, would be very useful to create appropriate programs to optimize the teaching/ learning process.

When providing teachers with models and learning techniques taken from the analysis of how the brain learns, they receive new tools, not only for academic success, but also and above all to try to improve the student's mind/brain.

Many important researches have highlighted the existence of a neuro-functional networks that, during the acquisition of a language, are specialized for processing specific aspects of language.

With this aim was created in 2008 the Project Ne.Fo.Do. (Neuroscience and Training of Foreign Language Teacher), based on a neurodidactic of foreign language created on the relationship between learning styles and education, foreign language teaching, educational psychology and neuroscience.
The NE.FO.DO group instituted also a Master directed mainly to Foreign Language teachers. The objective of the Master is implementing new tools for teaching a foreign language, and for implementing those tools in case of language disorders.
The methodology applied, called action-research, is based on the synergy of theories and techniques derived from different approaches such as Multiple Intelligences, teaching and learning styles, neuroscience, clinical and therapeutic approach E.M.D.R. (Eye Movement Desensitization Reprocessing) and Braingym.

In this paper we will focus primarily on the explanation of these two latest techniques we have implemented for teaching, even from a neurophysiological point of view.

The aim is to underlie the fact that techniques such as the analysis of eye movements in class and the Brain Gym, along with the application of models of cognitive styles, can be a successful tool to achieve success in Education. EMDR reveals the validity of understanding eye movements as to convey the understanding of mental syntax interlocutor. Moreover, bilateral ocular stimulation sets up the system of processing information, allowing the access to the neural networks in which memory is stored.

Braingym establishes the importance of pyramidal motor system for organizing attention’s awareness, besides to being a resource for improving memory performance.
@InProceedings{DIGESU2014NEF,
author = {Di Ges{\^{u}}, F.},
title = {THE NE.FO.DO PROJECT: A NEURODIDACTIC OF FOREIGN LANGUAGE},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {4671-4676}}
TY - CONF
AU - F. Di Gesù
TI - THE NE.FO.DO PROJECT: A NEURODIDACTIC OF FOREIGN LANGUAGE
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 4671
EP - 4676
ER -
F. Di Gesù (2014) THE NE.FO.DO PROJECT: A NEURODIDACTIC OF FOREIGN LANGUAGE, EDULEARN14 Proceedings, pp. 4671-4676.
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