How does emotion and pattern chunking help fourth grade students retain Spanish travel phrases?

This capstone examines how emotions and language chunking act as a scaffold to brain functions when learning a foreign language. This research is based on a curriculum implementation, using backward unit design, written and designed for fourth grade Spanish students. If a positive emotion is felt, the student will produce an external focus on learning, thus increasing the chance that they will remember the language. If the student has a negative emotion to the learning environment, an internal focus will occur and the brain will not attach a clear memory of what it has learned. Through language chunking, (rhyme and rhythm) Spanish travel phrases are more manageable for fourth grade students to learn. With both emotional appeal of the curriculum and language chunking, students showed that they were better able to remember Spanish phrases documented in a comparative analysis study