Language proficiency and lateral position in the classroom |
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| Authors: | Dirk J Bakker PhD Raymond Van Rijnsoever PhD |
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| Institution: | (1) Pedologisch Instituut, Koningslaan 22, Amsterdam, Netherlands;(2) Dept. of Linguistics, City University, Amsterdam, Netherlands |
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| Abstract: | This paper not only makes a contribution to the mosaic of scientific knowledge of the brain and nervous system, but suggests
implications of practical value. Observant, experienced teachers know empirically that some youngsters learn best, and perhaps
only, when seated front-center, right before the teacher’s desk. Such children need to have the eye contact, or to be in quick
arm’s reach, or to have distractions screened out. Drs. Bakker and Van Rijnsoever give evidence here that, for many children,
taking in and remembering the message is dependent on their physical placement to catch most effectively the stream of sound.
This is important to consider in the popular open classroom. Although many children can adapt readily to less-than-perfect
physical learning conditions, for some we must “re-invent the wall,” not to climb, but to provide a place to call “home.”
The theoretical re-inforcement presented in this paper proves that such boundaries can also provide source and direction for
sound as part of some children’s currently needed sensory security and enhance the efficiency of their auditory intake.
Editor |
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