Children learn to sing before they speak. An infant’s communication is a series of coos that communicate hunger, fatigue, alarm or pleasure. Further, a child’s mother can discern the child’s need based on pitch.
According to Krashen´s hypothesis, the affective filter, the monitor model and natural input are the components of his theory about music and language learning.
The affective filter hypothesis states that optimum learning occurs in an environment of high stimulation and low anxiety. According to the theory, the emotional state of the learner acts as a filter, which may pass or impede input needed for acquisition.
Another aspect of Krashen’s theory is the monitor model. In describing this model, he claimed that adult second language learners have two means for internalizing the target language.

The first is acquisition, an intuitive process of constructing the system of language. The second is a conscious process in which students pay close attention to form, rules and are clearly aware of the learning process. During acquisition, the input language students receive should be exposed to their own level of competency or just a bit more of the next level.
A third aspect of Krashen’s theory is defined as natural input. Given that each side of the brain represents different styles of learning, natural input is achieved differently by each individual learner. There are a few general conclusions about the functions of left and right brain learning that can be used to help relate to music.
Right brain people respond well to illustrated instructions and rely heavily on images in thinking or remembering. The left brain dominant individual is defined as being more verbally oriented and objective. They rely on language in thinking and tend to be analytical in their reading. Music uses both brain hemispheres. Emotion and language are one in a song, when coupled with a visual image, music can become a very powerful learning TOOL.
Similarly, speech therapists have been using music to help patients recover from strokes or accidents that effect their ability to speak. Speech without music leads to language without heart.
In conclusion, there is strong evidence supporting the use of music in the ESL classroom. Language and music are tied together in brain processing by pitch, rhythm and by symmetrical phrasing. Music can help familiarize students with connections and provides a fun way to acquire English.

By Bob Lake Reading Teacher for Savannah Technical College.

(Essay)

There are numerous evidences that reflect the importance of studying the human brain´s processes and its influence and relationship with learning experiences. Therefore, it is necessary to consider factors and conditions that affect the brain, and in consequence, the integral development of human beings, where Diamond (2003) says, these facts are not only taken in account during childhood or adulthood, but also in the prenatal and postnatal stages of human development.
Added to this, the author points out an example set back in 1237, during the Ming Dynasty, in which pregnant women were asked, according to Diamond (2003): “…sit and walk dignified and sedately; maintain a good temper and with a mind at ease; do not look at evil happenings and ugly pictures”, it means, that the attitude and behavior of pregnant mothers is fundamental to guarantee the healthy growth of their future baby. This implies a social, mental, physical and emotional balanced state.
It is good to point out that what was before mentioned is one of the important factors in the good functioning of the brain and its response to the learning experiences. However, enriched environment also contribute to meaningful learning and optimum development of multiple intelligence in individuals.
For this reason, these statements lead parents and teachers to seek different strategies that, according to Diamond (2003): “… help a child to develop his or her full potential and set a pathway of lifelong learning.” (p.5). So that, it allows them to grant their children and/or students more creative, dynamic, participative, reflective, motivate and safer spaces and environments, that stimulate them and motivate them in a continuous learning, developing their different skills and abilities.

Likewise, other aspects considered by Diamond (2003) for a healthy and enriched environment are: a) Granting quality time, in which they can express feelings and emotions such as support, love, respect, solidarity, companionship, forgiveness and care, which will enhance and strengthen the self confidence and self assurance of the students. b) A healthy nourishment that includes enough vitamins, proteins, minerals and calories that favors positively the growth of brain cells, that will allow the child to answer to daily experiences in an assertive way. c) Considering the opportunities and strategies that allow the stimulation of senses, not necessarily all at the same time; however, through multisensory experiences there is the opportunity to stimulate them. d) Offering an environment of harmony, pleasure and freedom that allows dissipating the levels of pressure and stress. e) Promoting the social interaction through meaningful activities that encourage the exchange of ideas, opinions, differences, thoughts, games and adequate physical contact, which enrich interpersonal relationships and individual knowledge. f) Encouraging the performance of each student through their mental, social, physical, aesthetic and emotional abilities and skills. g) Each child has their own interests and preferences in learning; therefore it is good to facilitate opportunities in which he/she can choose to do what they wish to do. h) Giving the children chance to evaluate their final results in a determinate task, and allowing them to start all over again. i) Providing children with fun and enjoyable atmosphere with exploring activities that allow them to learn in an active role and have fun at the same time.
On the other hand, Diamond (2003) also point out the consequences of unhealthy and stressful environments. These environments present the children and/or students with negative climate in which they are under stress or deprived of sensory activities; also, they are isolated from classmates or peers which they can learn from. Their diet is poor and they are presented with non fun, unchanging and old activities, often secluding them into a passive non-participant position with a low selection of subjects and options.
It is important to mention that even the most simple of instruments and materials can become excellent tools for creativity stimulation and multisensory experiences. These materials can go from carton boxes to tape recorders, which children combine with their imagination (make believe). Although this method is good for brain development, children must not be over-stimulated or else their learning processes won´t we meaningful, since they will find themselves in an environment full of pressure and their brains don’t have enough time to store information connectly and make good use of it in later occasions.

BIBLIOGRAPHIC REFERENCES
- Diamond, M (2003) What are the determinants of Children´s Academic Successes and Difficulties? University of California, US

(Report)

As English teaching evolves these days, so do English teachers. Books and literature have always made an important appearance in the learning of a new language, but sometimes fail to show important aspects of culture and real life of the English speaking communities. The two articles give importance to the fact that English students have ceased being simple receptors of written words. Stern proposes film as a very effective technique to incentivate students in their writing, because not only does the film tell a story but represents the lifestyle, customs and idioms in a way that students can identify themselves with the characters and students start their own writing without being asked to. Lee Zoreda focuses on the cultural background of the English language, since language is a very distinctive part of any culture and history of a foreign country; intercultural movies can show what views of Americans other countries have and vice versa.
Just as it was shown in the film Borat, a man from Kazakhstan, who works as a journalist, is sent to America to learn about their culture. The film focuses on Borat´s experiences through his journey; he starts doing things that are normal in his homeland but are very upsetting to Americans (such as kissing men on the cheek and making anti-semitic remarks), and he is shocked by the fact that women can vote and have other rights. He falls in love with Pamela Anderson and goes to California to search for her. This illusion makes him lose his goal and he gets in a lot of trouble. Finally, after realizing that he will never be with Pamela, he goes back to his country and marries an American prostitute.
In the same way, the two articles give examples of films that are appropriate for English students, first because the characters speak in the target language (English), and second because it shows the so called “cultural shock” that often happens between the Americans and any other foreign character (i.e Borat). The second article, written by Lee Zoreda, shows how ignorant most Americans are to other country cultures, thinking, for example that Spaniards and Mexicans are the same because they speak the same language, or that all Indian people come from the same place, and reflecting it in their films. For Borat, going to the United States was a great opportunity to know the culture, traditions and way of life of Americans; but his lack of knowledge and consulting caused his experience to be everything except enriching. He considered that his traditions and life style could (and should) be adopted by Americans. Things that the film shows are that sometimes some countries don’t like people from certain countries, and foreign people need to take that in account to prevent bad experiences from happening. In the same way, when people travel to other countries, they share an intercultural experience and they must embrace the life style of said countries, but without losing their own national and cultural identity.
Finally, it can be said that films depict important aspects of human life, not only because of the language, but of the daily lives of the people they want to show and their stories. Students forget that the characters are actors reading a guideline, and instead believe that these are real life scenarios with real people. This way, they reflect about their own lives, cultures and even personal traditions and feel free to write their ideas down, relating their own experiences and comparing them to the ones the characters displayed in the film.
However, it is considered that some scenes in the film Borat are not appropriate for all audiences; and besides that, it shows an exaggeration of cultural depictions of the country of Kazakhstan. Some scenes in the film are so inappropriate that they become disgusting and degrading to women’s rights, Jewish religion and Romani people (gypsies); although some scenes were inappropriate, the humor added to them made them more bearable (but to others, black humor makes films more awkward, nasty and unpleasant), showing us that even matters as serious as religion or politics can be subject of entertainment.


Bibliographic References
1.Lee, M. (2006) Intercultural Moments in Teaching English Through Film.
Universidad Autónoma Metropolitana, Unidad Iztapalapa. México.
2.Stern, A. (s/f) Using Films in Teaching English Composition. English
Department , Montcalir High School. New Jersey.
3.Cohen, S. (2006) Borat: Cultural Learnings of America for Make Benefit
Glorious Nation of Kazakhstan. 20 th Century Fox. United States of America.

Essay
Education has been subjected to studies throughout years due to its vital importance and influence over people’s formation, and also in societies’ development. For that reason, for the last 20 years, some scientists have suggested the possible relation about a Brain- Based Education. In other words, Jensen (2008) says: “… the brain is intimately involved in and connected with everything educators and students do at school.” (p.1). It means that teaching and learning process are affected by brain function. It is the reason why many different scientists have been working so hard to look for more evidences about it.
Nevertheless, as any study, the Brain- Based Education has had its critics, according to Jensen (2008), Bruer and others critics say that many educators consider it was very difficult to understand how our brain works, because they were not capable of understanding it. In addition to that, neuroscience has nothing to offer and they should ignore the brain research and continue their path. It shows that they simply belong to another scientific academy and are not open to recognize and accept other new theories and paradigms, which could be improve and enhance the quality of education.
On the other hand, despite this, Jensen (2008), says: “…brain-based education has withstood the test of time, and an accumulating body of empirical and experiential evidence confirms the validity of the new model.” (p. 1). In the same order of ideas, advocators such as Jensen and others have focused their studies and researches about the connection existing between brain function and educational practice, but which should be buttressed by other disciplines such as neuroscience, psychology, sociology, psychiatry, nutrition, cognitive and others. All this implicates the broader scope of brain-based education like a multidisciplinary knowledge which should be used and taken advantage of by the educators.
In fact, it´s very important that each educator knows that brain-based education means “everything we do uses our brain” because the brain is involved in and connected with everything teachers and students do at school. Then, if the teacher ignores how the student brain works, he or she will risk student success. Therefore, according to Jensen (2008): “Brain-based education is best understood in three words: engagement, strategies and principles… is the "engagement of strategies based on principles derived from an understanding of the brain." (p. 1) In other words, teacher should know why they do what they do; they should have an answer as to why one strategy is used instead of another; because different scientists could help educators to know more about the brain and its implication and applications; but they couldn´t teach educators which classroom strategies work best for their students. It should be observed, analyzed, practiced and evaluated by teachers who are always interacting with their students and have the opportunity to see their behaviors.
The author says that schools present countless opportunities to affect students´ brains; and such issues exercise, nutrition, stress, social conditions and environments are all relevant because all of them affect cognition, attention, discipline, classroom, attendance, and memory. Also, teachers should know and consider that the human brain can and does grow new neurons (neurogenesis); and that new neurons are highly correlated with memory, mood, and learning, and which can be regulated by everyday behaviors. Specifically, it can be enhanced by exercise, lower levels of stress, and good nutrition.
Consequently, educators have a wider array of topics to consider during teaching and learning process, which can be buttressed in the brain-based education, and where teachers can make choices in how they prioritize policies and strategies.
Meanwhile, some researchers claim that physical activity helps the brain developing itself in a positive way; through the process of neurogenesis (production of new brain cells), this process, according to Shors et al (2001) “… is correlated with improved learning and memory.” This means that students may develop new skills by the means of exercise, which can also help against depression because of the production of endorphins. These techniques are very suitable, especially for teenagers, who seem to be more prone to depression.
Another problem related with brain-based education is that any new theory that comes out is immediately met with denial and opposition (Kuhn, 1970). Many great theories are discarded because many scholars will just settle with old techniques and paradigms instead of being creative and spending resources in new theories. Scholars need to learn that no theory is 100 % accurate nor will it solve all our problems, and that sometimes it is good to stand out for their ideas instead of just being part of the group.
Added to this, is the fact that brain-based education is merely a new area with little research fields. But nowadays there are more open-minded researchers and teachers who will allow brain-based education in the classrooms. There are special journals and scientific magazines dedicated to this new area of research.
In conclusion, although brain-based research and education is a very innovative strategy, it must be remembered that it will not solve all the problems related to learning problems. Just as Jensen (2007) expresses: “Brain-based education is not a panacea or magic bullet to solve all of education´s problems. Anyone who claims that is misleading people”. It may be still new, but as all new things it will be accepted sooner or later by critics and opponents; it just takes time to be completely understood and accepted.
The current model of brain-based education is highly interdisciplinary; and scientists know that today brain-based education cannot be founded on neuroscience; they have learned that it requires a multidisciplinary approach.


BIBLIOGRAPHIC REFERENCES
•Jensen, E (2008) A Fresh Look at Brain Based Education. Phi Delta Kappan, v89 n6 p408-417. Phi Delta Kappa International. California, USA.

"PPP" (or the "3Ps") stands for Presentation, Practice and Production, it´s a common approach to communicative language teaching that works through the progression of three sequential stages.
Presentation stage: The teacher begins the lesson by setting up a situation, either eliciting or modeling some language that the situation calls for. Presentation may consist of model sentences, short dialogues illustrating target items, either read from the textbook, heard on the tape or acted out by the teacher.
Practice stage: Students practice the new language in a controlled way. They drill sentences or dialogues by repeating after the teacher or the tape, in chorus and individually, until they can say them correctly. Other practice activities are matching parts of sentences, completing sentences or dialogues and asking and answering questions using the target language.
Production stage: Students are encouraged to use the new language in a freer way either for their own purposes or meanings or in a similar context introduced by the teacher. It can be a role play, a simulation activity or a communication task.