Neuroscience has given educators new insights into how the brain learns at different developmental stages and practical ways to use those findings in the classroom to optimize student learning. Current studies provide a biologically driven framework for planning and implementing effective instruction called brain-based instruction. Brain-based instruction is a comprehensive approach to learning and teaching grounded in cognitive neuroscience research that is concerned with perception, action, memory, language, and selective attention. This chapter introduces brain-based approach to learning and teaching and how it could be incorporated in earl ELL education especially early childhood classroom. It reviews how the brain learns and how this knowledge is important for ELL teachers. In addition, educational implications of brain-based education are provided particularly for language arts instruction, classroom environment, and assessment.

Neuroscience has disclosed important information about the brain and how it learns. Brain-Based Learning is student centered learning that utilizes the whole brain and recognizes that not all students learn in the same way. Assessment and evaluation are necessary and important elements of the instructional cycle. Feedback also motivates students and allows students to apply what they have learned to real-life situations. This chapter presents attempts to explain brain-compatible assessment and alternative or authentic assessment and its different forms that can be used in providing brain-based education.

Neuroscience has given educators new insights into how the brain learns at different developmental stages and practical ways to use those findings in the classroom to optimize student learning. Current studies provide a biologically driven framework for planning and implementing effective instruction called brain-based instruction. Brain-based instruction is a comprehensive approach to learning and teaching grounded in cognitive neuroscience research that is concerned with perception, action, memory, language, and selective attention. This chapter introduces brain-based approach to learning and teaching and how it could be incorporated in earl ELL education especially early childhood classroom. It reviews how the brain learns and how this knowledge is important for ELL teachers. In addition, educational implications of brain-based education are provided particularly for language arts instruction, classroom environment, and assessment.

Ergonomics is a multidisciplinary scientific discipline that studies man-artifact interaction. Ergonomics-tailored teaching and learning materials and activities require to consider jointly the needs of the users (i.e. teachers and students) and the resources within the learning environment. The fundamental question confronting educational ergonomics is how to incorporate ergonomics into interventions targeting designing features in the learning environment to improve the learning performance of EFL students, particularly English language integrated skills. This paper, therefore, sets out to show how ergonomics features that consider users' factors and reduce discomfort can be utilized in teaching the English language. It addresses the following points: the definition of ergonomics based-instruction, the importance of using ergonomics in EFL education, and how teachers can incorporate ergonomics in teaching the English language integrated skills. Finally, the researchers provide conclusions and pedagogical implications as well as suggestions for future research agenda regarding adopting an ergonomics perspective in EFL education and fostering ergonomics literacy.

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.