The Classroom Brain: Building upon Collective Knowledge

Abstract

This chapter aims to provide the reader with empirical observations and guidelines based on data collected over the course of nine years of teaching (ESP) English for Special Purposes for university students in the U.S. (Southern California) and in Germany (NRW). This data was gathered from linguistically and culturally diverse groups of students enrolled in university English programs. Positive learning outcomes were obtained by the adoption of the concept of “The Classroom Brain” namely, a seamless integration of diverse, intercultural groups of students with the goal of creating a common basis of interaction and resources in the classroom. Through the identification and understanding of the needs of the classroom as a whole, it has been possible to identify the “modus operandi” of a collective group of individuals, and, through resource-sharing, instruction can be embedded with new ideas that are both interactive and organic, integrating language learning and interculturality, and resulting in greater student retention. Through the inception of “The Classroom Brain,” engaging and practical mini-lessons can be designed that encourage students’ seamless interaction and intellectual resource sharing. As a result, students’ overall language competency is improved as well as their ability to engage in intercultural transactions in the classroom environment and beyond.