Copyright (c) 2026 Cátedra
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
English Panama’s classrooms face significant challenges and need urgent improvement. Even though neuroscience advancements present a reliable solution that offers a wide array of tools to transform English Language Teaching, many teachers continue dragging neuromyths with them into our classrooms, and in most cases, without even realizing it. This article critically analyzes these misconceptions and presents an evidence-based guide with a solid foundation on neuroplasticity, memory, and attention. After analyzing 23 studies identified through academic database searches, following PRISMA requirements, this review identifies critical gaps between research and practice. Results show that more than 60% of teachers endorse unsubstantiated teaching concepts even though there is reliable evidence on multisensorial integration. Empirical data endorse retrieval practices, spaced repetition, and an optimized cognitive load instead of continuing with the traditional massed practice. In addition to this, psychological safety significantly reduces what is known as the “affective filter” (a psychological barrier caused by anxious feelings such as anxiety, fear, or low self-esteem that prevents the processing of comprehensible input by language acquisition mechanisms), thereby improving hippocampal function and retention. Despite these findings, the transition towards neuro-ELT (a method for instructing the English language (ELT) that combines insights from brain science, cognitive studies, and psychological principles to shape educational techniques) demands more than simple workshops; it requires a solid neuroscientific foundation and institutional support. Therefore, planning must prioritize deepening knowledge over quantity, aligning with consolidation and reconsolidation
systems based on brain memory cycles. While neuroscience is no panacea, the integration of these principles fosters neuroplasticity and reduces anxiety. Panama has a chance to be a leader in changing the way we teach in this region if people work together to do research that is specific to this area. Understanding neural mechanisms enables the design of evidence-based learning experiences aligned with how students actually learn.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
