License Rights Info

Course Content:

All of the course content, images, text, and related materials were created by Camille Sharon Kleinman and her educational brand LingoLina™. The content is published under the names Camille Sharon Kleinman and LingoLina™, and is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence (CC BY-NC-SA 4.0). The example stories shared in this course are excerpts from Camille Kleinman's stories. The excerpts are shared here under the same license; the full stories are copyrighted.

 

Method Names:

NeuroFluent™ and NeuroSwitch™ are trademarks of Camille Kleinman.

What this means:

❌ You cannot create another language learning method and call it NeuroFluent™ or NeuroSwitch™. 

❌ You cannot claim to have invented NeuroFluent™ or NeuroSwitch™ immersion methods yourself.

✔️ You can create content using the NeuroFluent™ and NeuroSwitch™ methods and frameworks, publish it, monetize it, etc., and use the words NeuroFluent™ and NeuroSwitch™ to describe your content.

Example book title: Red Riding Hood - English Spanish - NeuroFluent™ Immersion
Example course description: Spanish for beginners course using the NeuroFluent™ Immersion method invented by Camille Kleinman.
(Attribution is recommended and appreciated, but not required.)

 

Acknowledgement

The author would like to extend her sincere gratitude to the incredible team at The Open University for their support, hard work, and dedication to making education accessible to anyone, anywhere. Your commitment to high-quality education and innovation has been truly inspiring.

Thank you for providing a platform that empowers learners worldwide and for your invaluable help in bringing the courses to life!

 

References

Stories
Aaker, J. (n.d.). Harnessing the power of stories. Stanford VMware Women’s Leadership Innovation Lab. https://womensleadership.stanford.edu/resources/voice-influence/harnessing-power-stories

Bland, J. (2015). Children’s literature and learner empowerment: Children and teenagers in English language education. Bloomsbury Academic.

Boris, V. (n.d.). What makes storytelling so effective for learning? Harvard Business Impact. https://www.harvardbusiness.org/insight/what-makes-storytelling-so-effective-for-learning/

Ohad, T., & Yeshurun, Y. (2023). Neural synchronization as a function of engagement with the narrative. NeuroImage, 278, 120215. https://doi.org/10.1016/j.neuroimage.2023.120215

Saplakoglu, Y. (2023, August 27). Is it real or imagined? Here’s how your brain tells the difference. Wired. https://www.wired.com/story/is-it-real-or-imagined-heres-how-your-brain-tells-the-difference/

Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading stories activates neural representations of visual and motor experiences. Psychological Science, 20(8), 989–999. https://doi.org/10.1111/j.1467-9280.2009.02397.x

Tran, L. (2025, October 20). How the art of storytelling alters memory formation. The Scientist. https://www.the-scientist.com/how-the-art-of-storytelling-alters-memory-formation-73619

Wang, F. Y., & Lee, S. Y. (2007). Storytelling is the bridge. International Journal of Foreign Language Teaching, 3(2), 30-35.

Extensive Reading
Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? The Language Teacher, 21(5). https://jalt-publications.org/tlt/articles/2132-extensive-reading-what-it-why-bother

Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19(1), 53–67. https://doi.org/10.2307/747337

Krashen, S. (1989) We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal 73, 440-464.

Krashen, S. (2004) The Power of Reading. Portsmouth, NH: Heinemann. 

Liburd, T., & Rodrigo, V. (2012). The affective benefits of extensive reading in the Spanish curriculum: A 5-week case study. International Journal of Foreign Language Teaching, 7(1), 27–36. https://ijflt.com/wp-content/uploads/2021/03/IJFLT.Liburd.Rodrigo3.12.pdf

Mendoza Macías, J. E., & Chancay Cedeño, C. (2022). Intensive reading to improve reading comprehension skills in International Baccalaureate (IB) students. Revista Científica Sinapsis, 2(21). https://doi.org/10.37117/s.v2i21.673

Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1–28. https://files.eric.ed.gov/fulltext/EJ759833.pdf

Pugh, K. R., et al. (2001). Neurobiological studies of reading and reading disability. Journal of Communication Disorders, 34(6), 479–492.

Rojas Ugalde, A., & Vargas Barquero, V. (2021). Enhancing language learning and acquisition by implementing extensive reading. Letras, 69, 123–137. https://doi.org/10.15359/rl.1-69.6

Ruddell, R. B. (1969). Language acquisition and the reading process. Paper presented at the International Reading Association Conference. https://scispace.com/pdf/language-acquisition-and-the-reading-process-1en8xxj4l6.pdf

Sangers, N.L., van der Sande, L., Welie, C. et al. (2025). Learning a Language Through Reading: A Meta-analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning. Educ Psychol Rev 37, 96. https://doi.org/10.1007/s10648-025-10068-6

TeachingEnglish. (n.d.). Intensive reading. https://www.teachingenglish.org.uk/professional-development/teachers/teaching-knowledge-database/d-h/intensive-reading

Xolmatova, E., & Abdulhayeva, G. (2025). The role of reading in English language acquisition. Modern Science and Research, 4(4), 1177–1185. https://doi.org/10.5281/zenodo.15252621
Zhou, J. (2024). Extensive reading. Cambridge University Press. https://doi.org/10.1017/9781009474153

Repetition
Atoofi, S. (2018). Reconsidering repetition in language education: An edusemiotic approach. Social Semiotics, 29(3), 1–14. https://doi.org/10.1080/10350330.2018.1514777

Barcroft, J. (2007). Effects of repetition in second language vocabulary learning. Studies in Second Language Acquisition, 29(2), 199–234.

Kim, S. K., & Webb, S. (2022). The effects of spaced practice on second language learning: A meta-analysis. Language Learning, 72(1), 269–319. https://doi.org/10.1111/lang.12479

Klem, M., Melby-Lervåg, M., Hagtvet, B., Lyster, S. A., Gustafsson, J. E., & Hulme, C. (2015). Sentence repetition is a measure of children's language skills rather than working memory limitations. Developmental Science, 18(1), 146–154. https://doi.org/10.1111/desc.12202

Noor, N., Yunus, K., Yusoff, A.M.H, Nasir, N.AM., Yaacob, N.H. (2021). Spaced learning: A review on the use of spaced learning in language teaching and learning. Journal of Language and Linguistic Studies, 17(2), 1023-1031. Doi: 10.52462/jlls.71

Xue, G., et al. (2010). Neural mechanisms of repetition and memory. Trends in Cognitive Sciences, 14(2), 80–88.

Xue, G., Mei, L., Chen, C., Lu, Z. L., Poldrack, R. A., & Dong, Q. (2010). Spaced learning enhances subsequent recognition memory by reducing neural repetition suppression. Journal of Cognitive Neuroscience, 23(7), 1624–1633. https://doi.org/10.1162/jocn.2010.21532

Vlach, H. A., & Sandhofer, C. M. (2012). Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts. Child development, 83(4), 1137–1144. https://doi.org/10.1111/j.1467-8624.2012.01781.x

Wikipedia Contributors. (n. d.) Spaced Repetition.  Wikipedia. https://en.wikipedia.org/wiki/Spaced_repetition

Sleep
Backhaus, J., Hoeckesfeld, R., Born, J., Hohagen, F., & Junghanns, K. (2008). Immediate as well as delayed post learning sleep but not wakefulness enhances declarative memory consolidation in children. Neurobiology of learning and memory, 89(1), 76–80. https://doi.org/10.1016/j.nlm.2007.08.010

Fenn, K. M., Nusbaum, H. C., & Margoliash, D. (2003). Consolidation during sleep of perceptual learning of spoken language. Nature, 425(6958), 614–616. https://doi.org/10.1038/nature01951

Gais, S., Lucas, B., & Born, J. (2006). Sleep after learning aids memory recall. Learning & Memory, 13(3), 259–262. https://doi.org/10.1101/lm.132106

Peiffer, A., Brichet, M., De Tiège, X., Peigneux, P., & Urbain, C. (2020). The power of children’s sleep: Improved declarative memory consolidation in children compared with adults. Scientific Reports, 10, 9979. https://doi.org/10.1038/s41598-020-66880-3

Rasch, B., & Born, J. (2013). About sleep’s role in memory. Physiological Reviews, 93(2), 681–766. https://doi.org/10.1152/physrev.00032.2012

Wilhelm, I., Diekelmann, S., & Born, J. (2008). Sleep in children improves memory performance on declarative but not procedural tasks. Learning & Memory, 15(5), 373–377.

Brain, Memory, and Development
Bauer, P. J. (2007). Development of memory in early childhood. Developmental Review, 27(4), 421–444.

Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660.

Brauer, J., Neumann, J., & Friederici, A. D. (2011). Developmental changes in neural connectivity during sentence comprehension. Proceedings of the National Academy of Sciences, 108(33), 14166–14171.

Calabro, F. J., Murty, V. P., Jalbrzikowski, M., Tervo-Clemmens, B., & Luna, B. (2020). Development of Hippocampal-Prefrontal Cortex Interactions through Adolescence. Cerebral cortex (New York, N.Y. : 1991), 30(3), 1548–1558. https://doi.org/10.1093/cercor/bhz186

Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.

Deoni, S. C. L., et al. (2015). White matter maturation profiles through early childhood. Brain Structure and Function, 220(2), 673–684.

Filimonova, E., Amelina, E., Sazonova, A., Zaitsev, B., & Rzaev, J. (2023). Assessment of normal myelination in infants and young children using the T1w/T2w mapping technique. Frontiers in Neuroscience, 17, 1102691. https://doi.org/10.3389/fnins.2023.1102691

Gathercole, S. E., et al. (2004). The development of working memory in children. Journal of Experimental Child Psychology, 87(2), 86–106.

Giedd, J. N., et al. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2(10), 861–863
Huttenlocher, P. R., & Dabholkar, A. S. (1997). Regional differences in synaptogenesis in human cerebral cortex. Journal of Comparative Neurology, 387(2), 167–178.

Tan, A.S.L., Lau, R.C., Anderson, P.J., Gathercole, S., Bellgrove, M.A., Wiley, J.F. and Spencer-Smith, M.M. (2024). Exploring Working Memory Capacity and Efficiency Processes to Understand Working Memory Training Outcomes in Primary School Children. Journal of Cognition, 7(1), p. 23. https://doi.org/10.5334/joc.348.

Schommartz, I., et al. (2023). From learning to remembering: How memory consolidation differs in children and adults. ResearchGate Preprint.

Roman, A. S., Pisoni, D. B., & Kronenberger, W. G. (2014). Assessment of Working Memory Capacity in Preschool Children Using the Missing Scan Task. Infant and child development, 23(6), 575–587. https://doi.org/10.1002/icd.1849

Schacter, D. L., Addis, D. R., Hassabis, D., Martin, V. C., Spreng, R. N., & Szpunar, K. K. (2012). The future of memory: remembering, imagining, and the brain. Neuron, 76(4), 677–694. https://doi.org/10.1016/j.neuron.2012.11.001

Affective Filter
Laine, E. J. (1987). The affective filter in foreign language learning and teaching. Report 2: A validation study of filtering factors with a focus on the learner's FL self-concept (Jyvaskyla Cross-Language Studies, No. 15). University of Jyvaskyla, Department of English. https://eric.ed.gov/?id=ED303992

Lim, R. A. (2020). The unheard voices of students: Affective filter in focus. International Journal of Research and Innovation in Social Science, 4(9), 472–475. https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-4-issue-9/472-475.pdf

Dual Coding
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://nschwartz.yourweb.csuchico.edu/Clark%20%26%20Paivio.pdf

Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287. https://doi.org/10.1037/h0084295

Language Learning
Kuhl, P. K., et al. (2006). Infants show a facilitation effect for native language phonetic perception. PNAS, 103(33), 12707–12712.

Bloom, P. (2000). How children learn the meanings of words. MIT Press.
Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17–29.

Davis, M. H., & Gaskell, M. G. (2009). A complementary systems account of word learning: Neural and behavioural evidence. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1536), 3773–3800. https://doi.org/10.1098/rstb.2009.0111

DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22(4), 499–533. https://doi.org/10.1017/S0272263100004022

Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713–727.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press. (Original work available at https://www.sdkrashen.com/content/books/principles_and_practice.pdf)

Lyster, R. (2004). Differential effects of prompts and recasts in negotiating form. Studies in Second Language Acquisition, 26(3), 399–432. https://doi.org/10.1017/S0272263104263021

McQuillan, J. (2008). Does anyone finish the Berlitz tapes? A novel measure of perseverance for commercial language courses. The International Journal of Foreign Language Teaching, 4(1), 2–8. https://www.sdkrashen.com/content/articles/berlitz_tapes.pdf

Nation, I. S. P. (2013). Learning Vocabulary in Another Language. Cambridge University Press.

Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.

Spada, N., & Lightbown, P. M. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15(2), 205–224. https://doi.org/10.1017/S0272263100011967

Torrence, M., & Dufresne, L. (1989). Effects of instruction on ESL learners’ grammar acquisition. Applied Linguistics, 10(3), 309–326.

Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390–416. https://doi.org/10.1111/lang.12105

Vandergrift, L., & Baker, S. (2015). Learner strategies and performance on ESL listening comprehension tasks. Language Learning, 65(2), 390–416.

Werker, J. F., & Tees, R. C. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 7(1), 49–63.

Comprehensible Input
Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. Longman.

Krashen, S. D. (2013). Second language acquisition: Theory, applications, and some conjectures. Cambridge University Press.

Krashen, S. (2017). The case for comprehensible input. Language Magazine. https://www.sdkrashen.com/content/articles/case_for_comprehensible_input.pdf

Wikipedia Contributors. (n.d.). Input hypothesis. Wikipedia. https://en.wikipedia.org/wiki/Input_hypothesis

Young, R. (1988). Input and interaction. Annual Review of Applied Linguistics, 9, 122–134. https://www.researchgate.net/publication/231773756_Input_and_Interaction