A guide to pseudo-science in English language teaching

1. A guide to pseudo-science in English language teaching Russell Mayne @ebefl rm190@le.ac.uk

2. ‘Brain based learning’ ‘Neuromyths’ (Anderson and Reid 2012, Buch 2014, Geake 2008, Swain 2008). Learning styles Multiple intelligences Neuro-linguistic programming (NLP) BrainGym What is pseudoscience?

3. Support for Neuromyths The CELTA The British Council ETP HLT IATEFL voices ELTJ IATEFL Mario Rinvolucri Herbert Puchta Marjorie Rosenberg Jim Scrivener Jeremy Harmer Brian Tomlinson Richards and Rogers

4. Why are they so popular? • They sound intuitive and plausible • Seemingly learner-centric • They seem personal • No strong prohibition against them • People believe what they want to believe

5. What’s the harm? • Waste of resources • Pigeon-holing students • Professional credibility • Erosion of standards • Possibility of spreading bad practice

6. Baloney Detection Kit A GUIDE TO SPOTTING PSEUDOSCIENCE IN EDUCATION

7. Question 1 Does it make ‘too good to be true’ claims?

8. BrainGym can help students to… • Learn ANYTHING faster and more easily • Perform better at sports • Be more focused and organized • Start and finish projects with ease • Reach new levels of excellence

9. Overcome Phobias Treat depression Cure allergies Stop anxiety Improve dyslexia ‘NLP can be used to…’

10. Question 2 Does it make illogical or impossible claims?

11. Learning styles/NLP Humans have 5 senses Auditory Visual Kinaesthetic (touch?) Olfactory Gustatory Humans have many senses Thermoception (temp) Nociception (pain) Chronoception (time)

12. “Brain Gym activities… enable students to access those parts of the brain previously inaccessible to them.”(Swain 2008) Dr Beth Losiewicz (Swain 2008) “There is no scientific evidence whatsoever that any part of the active brain goes “unused”. Even when resting, there is brain activity occurring throughout. We don’t need Brain Gym to make this happen, it happens naturally.”

13. Question 3 Does it make claims that are vague or hard to test?

14. Teaching through art and music Developing creative thinking skills Using the brain's potential more fully Raising student self-esteem Multiple intelligences will help you with…

15. “as children integrate Brain Gym throughout their days, they will take on the experience of personal wholenessand self-esteem that will support them throughout their lives” (Maguire 2001 online) BrainGym

16. Question 4 Does it use a lot of confusing ‘sciency’ sounding terms?

17. Different learning styles

18. Neuro-linguistic programming sub-modalities Pragmagraphics surface structure deep structure accessing cues non-accessing movement Zone of congruence meta-model violations ‘submodalities’ PRS Context reframing Eye-accessing cues Meta outcome Milton model Predicates Complex Equivalence

19. Question 5 Does it have little or no scientific credibility?

20. a lack of “credible evidence for its utility” (Pasler et al 2008:117), “it is not clear that any useful generalisations can be based on the research undertaken to date” (Ellis 2008:669) “it is hard not to be skeptical” of the claims of learning styles advocates. (Hattie 2009:197) “[we] advise against pedagogical intervention based solely on any of the learning style instruments.” (Coffield et al 2004:140) “a convenient untruth.” (Thornbury 2010:online) Learning styles

21. “no credible basis in neuroscience” (Roderique-Davis 2009:58) “outmoded view of the relationship between cognitive style and brain function” (Beyerstein 1990:28) “a series of unsubstantiated speculations about how the human mind operates” (Heap 1989:123) ‘under-investigated and narrowly focused on sensory experience’ (Thornbury 2006:143) controlled trials had shed such a poor light on this practice…that researchers began questioning the wisdom of researching the area further” (Devilly, 2005:437) NLP

22. “There have been a few peer reviewed scientific studies into the methods of Brain Gym, but none of them found a significant improvement in general academic skills.” (Blakemore in Swain 2008 online) BrainGym

23. I am leery of implementations such as […] believing that going through certain motions activates or exercises specific intelligences [….] I once watched a series of videos about multiple intelligences in the schools. In one video after another I saw youngsters crawling across the floor, with the superimposed legend ‘Bodily-Kinesthetic Intelligence’. I said, ‘That is not bodily-kinesthetic intelligence, that is kids crawling across the floor. And I feel like crawling up the wall.’ (Gardner 1999:142) Multiple intelligences

24. Question 6 Is contrary evidence ignored by supporters?

25. Further research with more appropriate methodologies is neededto validate the use of learning styles assessment in instruction (Pashleret al. op.cit.). Until this occurs, however, as Chapelle (1992: 381) states, we simply cannot disregard the concept of learning style, ‘which express[es] some of our intuitions about students and which facilitate[s] appreciation for the divergent approaches to thinking and learning (Hatami 2013:2) Neither MI theory nor NLP have been subjected to any kind of rigorous scientific evaluation. However it is clear that they both address self-evident truths – namely that different students react differently to different stimuli and that different students have different kinds of mental abilities. (Harmer 2007:93) NLP has been labelled a 'quasi science' and criticised on the grounds of lack of empirical studies,but there are sound reasons why NLP is compatible with current classroom practice. (Darn 2005)

26. “Assertions –in both science and art– always need justification: you don’t make things true just by saying they are” (Swan 2000:2). “But teaching is an art!”

27. EFL: A ‘broad church’ or a ‘free for all’? Thank you for listening Any questions?

28. References • Anderson, M. & Reid, C. 2012 left brain, right brain, brain games and beanbags: Neuromyths in education in Adey, P & Dillon, J. Bad Education Berkshire: Open University Press 179-198 • Buch, P. (2014) Neuromyths and why they persist in the classroom retrived 1stfeb2014 ://www.senseaboutscience.org/blog.php/77/neuromyths-and-why-they-persist-in-the-classroom#sthash.aEbZiaLX.dpuf • Beyerstein, B.L. 1990, Brainscams: Neuromythologies of the New Age. In International Journal of Mental Health Vol. 19, Number 3: pages 27-36 • Coffield F., Moseley D., Hall, E., and Ecclestone, K., 2004 'Learning styles and pedagogy in post-16 learning : a systematic and critical review' London; Learning and Skills Network. • Darn, S. 2005 ‘Neuro Linguistic Programming in ELT’ in Teaching English Retrieved September, 25 2013 ://www.teingenglish.org.uk/articles/neuro-linguistic-programming-elt • Ellis, R. 2008. The Study of Second Language Acquisition 2nd ed. Oxford:Oxford University Press. • Gardner, H. 1999 Intelligence Reframed. New York: Basic Books • Geake, J. 2008 ‘Neuromythologies in education’ Educational Research 50/2 123-133 • Harmer, J. 2007 The Practice of English Language Teaching Essex: Pearson Education Limited

29. References • Hatami, S. 2013 ‘Learning Styles’ ELT Journal 1-3 [accessed online] • Hattie, J. 2009 Visible learning Oxon: Routledge • Heap, M. (1989). Neurolinguistic Programming: What is the Evidence? in D. Waxman, D. Pedersen, I. Wilkie & P. Mellett (Eds.) Hypnosis: The Fourth European Congress at Oxford. London: Whurr Publishers, 118-124. • MaGuire, T. 2001 BrainGymin The ETL newsletter available at ttp://www.eltnewsletter.com/back/May2001/art592001.htm • Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. 2008 'Learning Styles: Concepts and evidence' Psychological Science in the Public Interest 9/3, 105-119 • Richards, J. C. & Rogers, T. S. (2001). Approaches and Methods in Language Teaching (2nded) Cambridge: Cambridge University Press • Roderique-Davies, G. 2009. Neuro-linguistic Programming: Cargo Cult Psychology? Journal of Applied Research in Higher Education 57-63 • Swain, F. 2008 Sense about science: Brain Gym available at http://www.senseaboutscience.org/data/files/resources/55/braingym_final.pdf • Swan, M. 2000 ‘Crystal balls: Art, science and onus of proof’ IATEFL