Book contents
- The Cambridge Handbook of Working Memory and Language
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Working Memory and Language
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- About the Contributors
- Acknowledgments
- Overview of the Handbook
- Part I Introduction
- Part II Models and Measures
- Part III Linguistic Theories and Frameworks
- Part IV First Language Processing
- Part V Bilingual Acquisition and Processing
- Part VI Language Disorders, Interventions, and Instruction
- 33 Specific Learning Disorders as a Working Memory Deficit
- 34 A New Perspective on the Connection between Memory and Sentence Comprehension in Children with Developmental Language Disorder
- 35 Working Memory and Childhood Deafness
- 36 Working Memory Training in the Classroom
- 37 Working Memory and Classroom Learning
- 38 Cognitive Load Theory and Instructional Design for Language Learning
- 39 Working Memory Training
- Part VII Conclusion
- Index
- References
38 - Cognitive Load Theory and Instructional Design for Language Learning
from Part VI - Language Disorders, Interventions, and Instruction
Published online by Cambridge University Press: 08 July 2022
Book contents
- The Cambridge Handbook of Working Memory and Language
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Working Memory and Language
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- About the Contributors
- Acknowledgments
- Overview of the Handbook
- Part I Introduction
- Part II Models and Measures
- Part III Linguistic Theories and Frameworks
- Part IV First Language Processing
- Part V Bilingual Acquisition and Processing
- Part VI Language Disorders, Interventions, and Instruction
- 33 Specific Learning Disorders as a Working Memory Deficit
- 34 A New Perspective on the Connection between Memory and Sentence Comprehension in Children with Developmental Language Disorder
- 35 Working Memory and Childhood Deafness
- 36 Working Memory Training in the Classroom
- 37 Working Memory and Classroom Learning
- 38 Cognitive Load Theory and Instructional Design for Language Learning
- 39 Working Memory Training
- Part VII Conclusion
- Index
- References
Summary
Cognitive load theory is an instructional theory based on our knowledge of evolutionary psychology and human cognitive architecture. It can be used to provide instructional guidelines for the acquisition of all aspects of a second language by adults and some aspects, primarily reading and writing, of a first language by both children and adults. The theory assumes that knowledge can be divided into biologically primary knowledge that we have evolved to learn easily without conscious effort and biologically secondary knowledge that we have not specifically evolved to learn but can acquire with explicit instruction and conscious effort. Learning to listen to and speak a first language are biologically primary with all other aspects of language learning being biologically secondary. A general cognitive architecture governs the acquisition of biologically secondary knowledge. That architecture includes a working memory that is limited in capacity and duration when dealing with novel information but with no known limits when dealing with familiar information transferred from long-term memory. This architecture governs how we learn and accordingly, also determines the effectiveness of instructional designs.
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- The Cambridge Handbook of Working Memory and Language , pp. 859 - 880Publisher: Cambridge University PressPrint publication year: 2022
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