It is argued that the demise of traditional language teaching methods is due to their incompatibility with the dual nature of the brain's organization. The concept of neural "bimodality," with brain hemispheres receiving incoming stimuli in tandem, not separately, is described as a basis for discussion of brain-compatible language teaching. 63…

This article suggests that the notion of "conceptual fluency," which has been derived from the current research on the role of metaphor in language and cognition, can be used to draft a teaching curriculum around the notion that metaphor is the organizing principle of common discourse. (51 references) (MDM)

Reviews research on the neuroscientific perspective to second-language acquisition and teaching, focusing on the "critical period" of language acquisition, brain hemispheric mapping, universal grammar theory, the modal directionality principle, and the modal focusing principle. (contains 74 references) (MDM)

Considers the historiography of language teaching theories from the perspective of bimodality and suggests some directions research should take to empirically substantiate the usefulness of this concept for second-language acquisition in a classroom environment. (Author/CB)

A review of some of the major works in neurolinguistics published during the last decade extrapolates many implications for second and foreign language theory and practice, covering such issues as hemispheric dominance, language processing, and bilingualism. (35 references) (CB)

The annotated bibliography of articles from five years of the journal contains 182 citations, with abstracts in both English and French, in 10 categories: psychology of language learning, applied linguistics, methodology, equipment and media, curriculum, testing and evaluation, teacher education, materials development, culture, and general…