Imagination is one of the processes of most interest to the psychology and child pedagogy currently. In accordance with Ribot, quoted in V, Lev, “the creative and imaginative and the promotion of these are of vital importance for the overall development and maturity in the child’. This process, mainly the imagination develops linked to the environment in which it operates the child to be more specific in the school activity.
Likewise, the imagination has a direct relationship with the learning process of the child in various areas of knowledge, since this gives you means to develop the abstract understanding and the capacity of memorization all of contents for the work in class. On this way the imagination becomes not only a resource with relevance to the student as a means of learning, but also for the teacher and a principal object for your working methodology.
In sense delve into the conception of the imagination as a tool for teaching a second language, why should it be applied to the methodologies of class and the relevance that should have this in the current plans of bilingualism in the city of Bogota?, with regards to the talk by K. Egan:
“that while everyone recognizes the importance of imagination in the teaching, there is a lack of broad programs of research and powerful, focused in the imagination”.
What is proposed then is to show that some of the most influential principles in the teaching and curricula, trendy at the moment, tend to suppress the imagination of children and to eliminate their possible educational uses.
In this way we can say the imagination is a easy way to take in order to develop a new methodology into the English teaching class. In order to make it possible we can use tools such as art in almost all of it expressions: Literature, painting, and music. Literature is mainly The literature gives to the students a clear example for cognitive and linguistic proof who can develops a faster way to abstraction and interpretation process of concepts ideas and grammatical structures. At least this appears to be in the Spanish learning process and theoretically this statement could be able to any language, literature could be appropriate to the educational process on children. Taking in account these theories we can make possible to create the second imagination concept: This particular form of thoughts is related to the second language, it is the imagination about another culture or language, and it is singular because a second language is also another way to see the world for that reason is different than the first imagination. This imagination is also an excellent way to improve the second language learning process within a several conditions like: environment and experience.
But why imagination is the path to another perspective of learning? Is not only about the theories from “the creative and imaginative and the promotion of these are of vital importance for the overall development and maturity in the child’ is also the culture as a unit with language and the way to perceive the world. According to The Linguistic Relativity Hypothesis by Sapir and Whorf:
“Human beings do not live in the objective world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection”
Our language affects how we perceive things, that’s the key that may could make second imagination work as a factional tool to learning and also teaching process of the second language. Keep in following this theory we can find something else:
“The fact of the matter is that the ‘real world’ is to a large extent unconsciously built up on the language habits of the group. No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached”
Every language that we learned is another dimension of perspective, that’s why if we make thoughts of the second language in order to learn it we can internalized the second language like we did with our mother tongue.
Language might influence many different aspects of thought. Most empirical work has focused, appropriately enough, on those aspects that are easiest to assess without relying on language. This is important, since we otherwise risk finding influences of one aspect of language on some related aspect of language, rather than on some aspect of thought. Commonly studied cognitive variables include perceptual discrimination, availability in memory, and classification.
As a conclusion we can actually apply and create methods using the second imagination as a tool to reinvented some ways to teach in order to achieve a better level of English as a second language in children.
JUAN PABLO HINCAPIE SUAZA
MIGUEL ANGEL BERGAÑO TORRES