Lucille Izzo Pallotta (M.A. in French, Syracuse University; M.A. in Italian, Syracuse University) is Assistant Professor of French and Italian at Onondaga Community College, Syracuse, NY.
The “Bimodal” Aspect of Proficiency-Oriented Instruction
Article first published online: 31 DEC 2008
© 1993 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 26, Issue 4, pages 429–434, December 1993
How to Cite
Pallotta, L. I. (1993), The “Bimodal” Aspect of Proficiency-Oriented Instruction. Foreign Language Annals, 26: 429–434. doi: 10.1111/j.1944-9720.1993.tb01178.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT Neurolinguists have recently demonstrated that language learning is a multifaceted process which activates simultaneously the modes of perception of the left and right cerebral hemispheres. Current brain research therefore points to the need for “bimodal” foreign language instruction - that is, eclectic pedagogical practices which stimulate in tandem the brain's two hemispheres. This paper evaluates the “bimodality” of the theoretical model accepted by advocates of proficiency-oriented instruction and recommends that further research be conducted to ascertain the effects on student proficiency of a “bimodal” pedagogical approach.