Conclusion and Recommendations

It is obvious that learning a foreign language like English is much easier for young pupils by practicing it with the five senses touching, tasting, smelling, hearing, and the system of sight. The neurological research shows that it is most effective to train and use every part of the brain to get new knowledge stored in the long-term memory. Moreover by using all senses due to the different learning type of a child, teaching and learning can be more effective and individual. Learning a new language in younger ages is not about learning new vocabulary and grammar by memorize. Playing and discovering new things is still in the nature of children in primary schools. Due to our research, that is the reason we recommend all future and present primary teacher to use these natural capabilities of the children for teaching a new language! Children will be motivated to learn, because it is a natural need to discover the world by senses. For them it is a relaxing way to learn, without feeling to get stressed. When pupils learn specifically tailored to their learning types they will be also more successful in learning and enjoying it. Teaching by using the multisensual approach needs the teacher to be very creative and to try new teaching methods, but it will be worth it. A few recommendations: Music for example is a good way to influence the children’s excitement or rather to calm them down. Another point of view is the food, with which teachers can introduce the different flavors and textures including the different appearance of fruits, for example by going into nature. The system of sight gets also influenced by the light. As a teacher, there should always be bright light in the classroom which keeps them alert. Softer lights calms them down.

There are so many possibilities how to influence the children’s way of learning a foreign language. We, as a group, are convinced that multisensual teaching is the best way of efficient teaching language.

References

About.com Psychology “What is Short-Term Memory?”.

(http://psychology.about.com/od/memory/f/short-term-memory.htm)

Ahano. “Wie sich das Gedächtnis im Alter verändert”. (http://www.ahano.de/gedaechtnis/gehirn-gedaechtnis/gedaechtnis-im-alter/)

Alphabiol “Kurzzeitgedächtnis und Langzeitgedächtnis”.

(http://www.alphabiol.de/glossar/kurzzeitgedaechtnis-und-langzeitgedaechtnis)

Comenius, Didactica Magna (Amsterdam 1657), quoted in Jan Amos Comenius on Education (New York, Teachers College Press,1957) p. 95.

GedaechtnisTraining. “Multisensorisches Lernen & Lehren”).

(http://www.gedaechtnistraining.biz/Lerntipps/multisensorisches_Lernen.htm)

heinrich-pestalozzi. “Pestalozzis Lernverständnis und Bezüge zu aktuellen lernpsychologischen Ansätzen”. (http://www.heinrich-pestalozzi.de/?id=1245

Imagine Our Life, creative living with a toddler.” Montessori CVC Word Match P rintables”. (http://www.imagineourlife.com/2013/08/12/montessori-cvc-word-match-printables/)

(Portobello Road 1)

Serendip. “Brain Structures and their Functions”.

(http://biology.about.com/od/anatomy/p/medulla-oblongata.htm)

The Thinking Business. “Brain Hemispheres”.

(http://www.thethinkingbusiness.com/brain_zone/brain-tour/brain-hemispheres)

Appendix

My Schoolhouse. “The Nervous System”.

(http://www.myschoolhouse.com/courses/c/3/Images/brain.gif)

Labbé Verlag. Mellvil, Ein Kinderforum zum Klarkommen. ” Richtig lernen leicht gemacht”. (http://www.labbe.de/mellvil/index_vs.asp?themaid=14&titelid=53)

My Schoolhouse:

Labbé Verlag. Mellvil, Ein Kinderforum zum Klarkommen:

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