An Investigation into the Perceptions of School Teachers on the Importance of Neurocognitive Skills in the Development of Multilingual Learners

Abstract

Neurocognitive skills, including memory, attention, executive functions, and processing speed, play a crucial role in language acquisition and academic success. Despite the growing body of research emphasizing these skills, there is limited understanding of how teachers perceive and integrate them into Multilingual Learners instruction. This study investigates school teachers' perceptions of the importance of neurocognitive skills in the development of English Language Learners (Multilingual Learners). A descriptive method with a normative survey technique was adopted, involving 40 prospective teachers from both rural and urban areas in the Salem district, selected through simple random sampling. Data were collected using a two-part survey: background information and the "Neurocognitive Awareness Survey for Teachers" (NAST). The NAST consisted of 30 Likert-scale items, validated by experts in neurocognitive education. Data analysis was conducted using SPSS version 16.0.