Neurodidactics of Languages: Neuromyths in Multilingual Learners

From the perspective of neuroscience applied to education and teaching foreign languages, this exploratory study analyzes beliefs conceptions about functioning brain language learning in students enrolled Education degrees at Melilla campus University Granada. The sample consisted 397 participants. data collection was carried out by means a questionnaire designed for purpose, consisting questions related context linguistic background respondents educational neuromyths regarding learning. were analyzed using SPSS version 27 statistical software, univariate bivariate analyses according three grouping dimensions: (a) functioning, (b) multiple intelligences styles, (c) results indicate prevalence general concepts, which determine comprehension. This corroborates findings research studies other contexts. Although participants do not show learning, presumably due their experiences multilingual contexts, constitutes main contribution study.