Neurodidactics of Spoken English from Elementary School to Middle

The aim of this book is to broaden the intersection between neurobiology, cognitive neuroscience, and the pedagogy of spoken English as a foreign language. In this sense, neurodidactics is not a new theory of teaching, but rather a process aimed at adapting teaching practices to what we currently know about the functioning of the human brain. The challenges posed by English phonology and the relationship between sound and spelling often seem daunting as early as the third cycle. However, neurobiologists have identified factors that facilitate this learning process, such as the importance of emotion, the reward circuit, executive functions, and cognitive resilience; the role of assessment and constructive error; the spiral approach and repetition; not to mention the fundamental interactions in language classrooms and their benefits for long-term memory. Neuroscience, in collaboration with artificial intelligence, is making great strides, and it would be a shame if language teaching did not also take advantage of these advances to explore the delicate issue of spoken English.