Activation of the limbic system through the L1 within the L2 lessons for the neurodiverse inclusive classroom

Abstract

The reason of being or motivation for this research project is to explore some of the current approaches and brain-compatible classroom strategies that provide the most relevant and efficient nexus between the emotional and cognitive workings of our brain during the process of learning. For doing so, it is essential to examine the necessity of combining both neuroscientific research and pedagogical knowledge based on efficient teaching practices in the heterogeneous classroom. Then we will go further and we will analyze the importance of such interface in the case of Special Needs Students (SNS), specifically those suffering from Developmental Delay giving rise to any of the diverse types of Learning Disabilities (LD) that exist. In addition, we will look at the social and also cognitive benefits of enriched environments in inclusive programs in Secondary Education, together with the most influential brain-based strategies used for the construction of such environments, including the role of teachers, families, and materials. Moreover, we will devote the most important part of the project to explore issues related to the role of Special Needs Students’ emotional filters in certain brain structures dealing with emotions, stress, anxiety, and motivation during the process of learning a L2, in this case English, and also the role of their L1, Spanish.