We study cognition to teach languages better
Cognitive pedagogy |
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Maria BondarenkoPh.D. in Cultural Studies, MA in Russian Language andLiterature, MA in Instructional Design and Technology.
Visiting Assistant Professor in L2 teaching methodology at the Heidelberg University(Germany), Maria Bondarenko has a wide research and teaching expertise in literary theory, history of the Russian literature, comparative and epistemological studies in sign theory and philosophy of language, discourse analysis, instructional design and technology, and L2 instruction. Since 2011, Maria Bondarenko has been teaching the Russian language at the University of Montreal (Canada)and in different intensive summer language programs in the USA. She is the author of the Russian language textbook for French- and English-speaking learners. Her current research interests focus on various aspects of Russian L2 instruction at the law proficiency level, including cognitive and neuroeducational approaches, content-based language learning, open-architecture and backward curricular design, contrastive analysis for L2 learning, role-playing games and technology in the L2 classroom (e.g. telecollaboration, instructional video materials), alternative context-encoded and technology-enhanced approaches to the acquisition of the Russian verbs of motion.
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Vita V. KoganPh.D. in Cognitive Science and Language, MS in Psychology of Language, MA in Teaching Foreign Language.
Lecturer in linguistics at the University of Kent (UK), Vita Kogan is interested in multilingualism and innovative pedagogy such as content- and task-based learning (see her interview on it), open architecture curricular design, and cognitive/neurolinguistic approaches to L2 teaching. Her PhD research at the University of Barcelona (Spain) concerned the cognitive mechanisms of native and non-native speech perception and how individuals differ in this regard. Before arriving at Barcelona Vita was an Assistant Professor at the Defense Language Institute, a language school for military linguists in California, USA, where she taught Russian and conducted research on foreign language aptitude. Vita Kogan is also a founder of Linguapolis, a board game for practicing conversational English. The game helps students around the world overcome speaking anxiety and master colloquial English. Linguapolis organizes game nights and educate teachers on the topic of gamification in education. Her chapter on teaching with games is coming out this spring New Ways in Teaching with Games. Nurmukhamedov, U., & Sadler, R. (Eds.).
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Selected References & Resources
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Altarriba, J. & Heredia, R.R. (2018). An Introduction to Bilingualism. Principles and Processes, 2nd Edition, New York: Routledge.
Danesi, M. (2012). Second language teaching: A view from the right side of the brain (Vol. 8). Springer Science & Business Media. German, C. (2017). The Neurolinguistic Approach (NLA) for Learning and Teaching Foreign Languages, Theory and Practice. Cambridge Scholars Publishing. Read the first chapter. Gullberg M., Indefrey P., (Eds) (2006). The Cognitive Neuroscience of Second Language Acquisitionб Malden, MA : Blackwell Pub. Hickok, G. & Small, S.L. (Eds) (2016). Neurobiology of language. Amsterdam : Academic Press : Elsevier. Mishra, R. K. (2018). Bilingualism and Cognitive Control, The Bilingual Mind and Brain Book Series. Springer International Publishing AG. Netten, J., & Germain, C. (2012). A new paradigm for the learning of a second or foreign language: the neurolinguistic approach. Neuroeducation, 1(1), 85-114. Paradis, M.A. (2009). Declarative and Procedural Determinants of Second Languages, Amsterdam/Philadelphia, John Benjamins. Paradis, M.A. (2004). Neurolinguistic Theory of Bilingualism, Amsterdam/Philadelphia, John Benjamins. Roberts, R. & R. Kreuz. (2015). Becoming fluent : how cognitive science can help adults learn a foreign language. Cambridge, Massachusetts : The MIT Press. Reiterer, S.M. (2018). Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience. Springer International Publishing. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. Schumann, J. H., Crowell, S.E., Jones, N.F., Lee, L. & S.A. Schuchert. (2004) The Neurobiology of Learning: Perspectives From Second Language. Routledge. Sharwood Smith, M. (2017). Introducing Language and Cognition: A Map of the Mind. Cambridge: Cambridge University Press. Schwieter, J. (2019). The handbook of the neuroscience of multilingualism. Hoboken, NJ : John Wiley & Sons. |
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