Your Brain on Languages PDF

Your Brain on Languages By Jia Huang How are language and your brain connected? Did you know your brain only weighs three pounds? That’s only one pound more than a pineapple! Your brain might not w...

Your Brain on Languages By Jia Huang How are language and your brain connected? Did you know your brain only weighs three pounds? That’s only one pound more than a pineapple! Your brain might not weigh much, but it is very powerful. Your brain is responsible for many things, including language. You need your brain to process, or speak, hear and understand, language. If you are multilingual, your brain changes in interesting ways. Let’s learn more about the impact that being multilingual has on the brain. 1. Language in the brain How do languages work inside the brain? Many years ago, scientists thought the multilingual brain had separate parts for each language. They also thought there was a limit to how many languages you could learn. However, we now know this is not true. There is no limit to how many languages you can learn! All languages live in the same places in the brain. As a result, the language parts of your brain grow to make room for new languages. This is one of the many interesting impacts that being multilingual can have on your brain. Have you ever tried to say a word in English, but your brain wants you to say it in your native language? There's a reason for this! Since languages live in the same parts of your brain, a new language competes with the language already inside your brain. At first, your native language is more dominant. Eventually, your brain learns to manage both languages when you speak. Over time, your brain becomes so flexible that you don’t even realize it is managing multiple languages! 2. Switching languages What are the benefits and challenges of switching between languages? There are many benefits to regularly speaking multiple languages. First, different languages connect you to different communities. Your native language connects you to your family and culture. Your current community’s language connects you with people like your teachers and friends. Second, speaking multiple languages can benefit students learning English. They can use their native language to make sense of new words or grammar rules. For example, many languages have cognates, or words that look and sound similar in multiple languages. The English word bicycle is bicileta in Spanish and Portuguese, bisikleta in Tagalog and bisiklet in Haitian Creole.  On the other hand, constantly switching languages might make it challenging for your brain to use one language. Andres Ortega Cruz is from Honduras but now lives in Miami. “I switch between Spanish and English all the time,” Andres says. “I only use some words in English and others in Spanish. For example, I’ll say, I like your camisa (shirt) and your zapatos (shoes).’ But when I need to use only English or Spanish, it is difficult and frustrating.” If you get used to switching languages constantly, your brain might combine, or put together, our languages instead of using them separately. This can make it harder to speak only one language at a time. Your brain is essential to language, and the multilingual brain is especially powerful. It is more flexible and can manage multiple languages. How do you use your languages when you speak? Name _________________________________ Period ______________ Learning Target: I can engage with vocabulary development through multiple choice questions. Activity #1: Multiple Choice Questions: Vocabulary Select the Best Multiple Choice Answer: Each question has four options (A, B, C, D). Choose the option that you believe best answers the question. 1. What does it mean to be responsible? 6. A flexible schedule allows a person to: A) To ignore obligations A) Stick to a rigid routine B) To be accountable for one’s actions B) Adjust plans as needed C) To avoid making decisions C) Avoid any changes D) To rely on others D) Only work at fixed hours 2. A multilingual person is someone who: 7. A community is defined as: A) Can only speak one language A) A group of people with no common interests B) Is fluent in many languages B) A collection of individuals living in the same C) Is afraid of speaking area D) Can only write in their native language C) A competition among individuals D) A set of unrelated activities 3. The impact of climate change can be seen in: A) Unchanging weather patterns 8. If someone is constantly worried, they might B) Increased natural disasters feel: C) Decreased temperatures A) Relaxed and carefree D) None of the above B) Tired and overwhelmed C) Joyful and content 4. In a competition, participants strive to: D) Motivated and inspired A) Collaborate with each other B) Win against others 9. Feeling frustrated often results from: C) Avoid taking risks A) Achieving goals easily D) Stay neutral B) Facing obstacles and challenges C) Having too much free time 5. To manage a project effectively, one must: D) Being overly relaxed A) Ignore deadlines B) Plan and organize tasks 10. A dominant species in an ecosystem is one C) Delegate all responsibilities that: D) Work alone A) Has little influence on its environment B) Is less numerous than others C) Is the most powerful or prevalent D) Is always in danger of extinction Name __________________________________ Period _____________ Learning Target: I can express my opinions about multilingualism using sentence frames Activity #2: Indicate whether the following sentences are challenges or benefits of switching between languages by placing them in the t chart. A. Connects you to B. Frustration in situations C. Helps in learning English different communities requiring the use of only by using native (family, culture, friends). one language. language for understanding. D. Constantly switching E. Access to cognates can F. The brain may combine languages can make it help in understanding languages instead of difficult to use one new words and using them separately, language fluently. grammar rules. making it harder to communicate in one language. Name _________________________________________ Period _____________ Learning Target: I can express my opinions about multilingualism using sentence frames Activity #3: Use the sentence frames to write an opinion about whether you agree or disagree with using multiple languages. A. Learning multiple languages is positive because (give 2 reasons) __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ B. Learning multiple languages is negative because (give 2 reasons) __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Name _________________________ Period ______________ Learning Target: I can analyze and summarize key ideas and details from a text, demonstrating comprehension by identifying supporting evidence Activity #4 : Select the Best Multiple Choice Answer: Each question has four options (A, B, C, D). Choose the option that you believe best answers the question. 1. What is the primary focus of the article "Your Brain on Languages"? A) The history of language development B) The impact of multilingualism on the brain C) The grammar rules of different languages D) The best methods for learning a new language 2. According to the article, how does the brain handle multiple languages? A) It can only focus on one language at a time B) It has a limit to the number of languages it can manage C) It is capable of processing multiple languages simultaneously D) It requires special training to manage multiple languages 3. What is one benefit of being multilingual mentioned in the article? A) Increased IQ B) Improved memory and cognitive skills C) Better writing skills D) Easier travel experiences 4. What challenge of multilingualism is highlighted in the article? A) Difficulty in learning new languages B) Language competition and mixing of languages C) Lack of cultural understanding D) Limited job opportunities 5. How does the article suggest that multilingualism can affect brain development? A) It has no effect on brain development B) It can lead to faster aging of the brain C) It can enhance cognitive flexibility and problem-solving skills D) It decreases the brain's ability to learn new things 6. What does the article say about the number of languages a person can learn? A) There is a finite number of languages one can learn B) It depends on the individual's age and background C) There is no limit to the number of languages that can be learned D) Most people can only learn two languages effectively 7. What is the effect of language switching on multilingual individuals, according to the article? A) It makes communication more difficult B) It can enhance cognitive control and flexibility C) It leads to language loss D) It has no significant impact on language skills 8. Which of the following is NOT mentioned as a factor influencing language learning? A) Motivation B) Exposure to the language C) Intelligence D) Economic status 9. What is one way the article suggests that multilingual individuals can benefit in their careers? A) They can only work in bilingual environments B) They have access to a wider range of job opportunities C) They are always preferred for jobs in their native language D) They have fewer job options due to language barriers 10. In the context of the article, what does the term "language competition" refer to? A) The rivalry between languages for speakers B) The need to choose which language to use in a conversation C) The competition between different language learning apps D) The struggle for dominance among world languages Lesson Plan: Understanding Your Brain and Multilingualism Subject: Language Arts / Science Duration: 1-2 class periods (60-90 minutes each) Objectives Students will understand the connection between the brain and language. Students will explore the benefits and challenges of being multilingual. Students will engage in vocabulary development through multiple choice questions. Students will express their opinions about multilingualism using sentence frames. Materials Needed Excerpt from "Your Brain on Languages" T-chart template (for benefits and challenges) Multiple choice questions (provided in the document) Sentence frames for opinion writing Whiteboard and markers Paper and pencils Direct Instruction (20 minutes) 1. Read the excerpt aloud or have students read it in pairs. 2. Discuss key points, including: ○ The weight and power of the brain. ○ How languages are processed in the brain (no limit to how many can be learned). ○ The concept of language competition and management in the brain. ○ Benefits and challenges of switching languages. Activity 1: Vocabulary Development (20 minutes) 1. Distribute the multiple choice questions. 2. Instruct students to select the best answer for each question. 3. Over-the-Shoulder Check (5 minutes): Walk around the classroom to observe students as they complete the questions. Provide immediate feedback and support to those who may struggle with the vocabulary. 4. Review the answers as a class, discussing the vocabulary and concepts. Activity 2: T-Chart Creation (15 minutes) 1. Divide the class into small groups. 2. Have each group create a T-chart on paper to list the benefits and challenges of being multilingual based on the article. 3. Share the T-charts with the class and discuss their findings. Activity 3: Opinion Writing (20 minutes) 1. Provide students with the sentence frames for writing their opinions about multilingualism. 2. Instruct students to write their responses, giving two reasons for each opinion. 3. Allow students to share their opinions in pairs or small groups. Activity 4: Speaking Activity (10 minutes) 1. Organize a "Language Debate." Divide the class into two groups: one group will argue in favor of learning multiple languages, while the other will present challenges. 2. Each group will have 5 minutes to prepare their points, using information from the lesson. 3. Allow each group 5 minutes to present their arguments to the class. Closure (10 minutes) 1. Recap the key points discussed in the lesson. 2. Ask students to reflect on how being multilingual might affect their own lives or future opportunities. Assessment Evaluate students based on their participation in discussions and group activities. Review the completed multiple choice questions and T-charts. Assess the opinion writing for clarity and reasoning. Observe participation in the speaking activity for engagement and understanding. Extensions Research project on a multilingual person and their experiences. Invite a guest speaker who is multilingual to share their experiences with the class.