Objectives
Intended for (future) FSL / FSL teachers and team leaders, this NLA1 initial training aims to develop the theoretical foundations and the practice that is essential for the teaching strategies of the Neurolinguistic Approach.
The CiFRAN trainings guarantees:
• Putting teaching strategies into practice with learners in a real class during the training;
• A follow-up of the training by its experts and within the community of its ANL practitioners beyond the internship; • Obtaining an « ANL1 Practitioner Certificate » attesting to the ability to implement ANL strategies (after practical evaluation)
✌︎ Training payable in several installments.
The authentic communication approach introduced during the workshop will allow language learners to develop the fluency and precision necessary for the development of language skills from the beginning level while promoting a strong motivation throughout the learning process.
培训目标
培训针对第二外语和外国语的（未来）教师，以及培训负责人。此培训旨在获得神经语言学教学的策略，理论基础及实践是至关重要，且必不可少。
培训保证：
实习期间与学生一起在真实课堂上实施教学策略；
专家后期跟进及ANL资格教师团体内部实习追踪；
取得 »ANL1教师执业证书 »即证明教学实施资质（即实际评估之后）。
在培训期间，我们引入真实的沟通方法，这将有助于培养语言学习者从初学者层面发展所需的自然而精确的语言技能，同时促进整个过程中强烈的学习欲望。
![]()
JUNE 2018; WORKSHOP NLA 1; CANADIAN FORCES LANGUAGE SCHOOL, GATINEAU
(Steeve Mercier, Joan Netten, Olivier Massé)
2018年6月；ANL一期；加拿大部队语言学校，加蒂诺 (Steeve Mercier, Joan Netten, Olivier Massé)
Summary (short version)
The Neurolinguistic Approach (NLA) is a new paradigm for teaching and learning a second or foreign language in an institutional setting. This approach was developed by Claude Germain (emeritus professor at UQAM and SCNU) and Joan Netten (Order of Canada for her work promoting and improving French education in Canada), in the context of the growing influence of neuroscience on education.
This workshop, led by Steeve Mercier (Ph. D. ; Université Laval) and Olivier Massé (Ing. Form.), includes the participation of Joan Netten or Claude Germain and lasts a full week to offer participants the initial theoretical and practical content.
Demonstration and mastery of ANL teaching strategies during the training is done with authentic language learners, in real class, – CiFRAN’s exclusive training format. The authentic communication approach introduced during the training will enable language learners to develop the fluency and precision necessary for the development of language skills from the beginning level while promoting a strong motivation throughout the learning process.
概要
神经语言学教学法是一种针对教育机构范围内的第二外语或外国语学习及教学的新型教学范式。这种教学法是由Claude Germain（魁北克大学及华南师范大学名誉教授）和 Joan Netten（加拿大勋章获得者，即促进和改善加拿大法语教育）两位专家在教育神经科学的不断影响下所研发。
此培训由Steeve Mercier（拉瓦尔大学教师；博士后）及Olivier Massé（培训讲师）授课，及创始人Joan Netten 或Claude Germain参与指导；为学员提供为期一周的理论与实践教学培训课程。
在实习过程中, ANL教学策略的演示和运用是在真实的语言学习者及真正的课堂上, 即针对 CIFRAN 的培训形式。在培训期间，我们引入真实的沟通方法，这将有助于培养语言学习者从初学者层面发展所需的自然而精确的语言技能，同时促进整个过程中强烈的学习欲望。
Duration of the training
This workshop includes 35 hours of classroom coursework and 25 hours of individual work prior to and following the workshop. These 60 hours of training lead to the Level 1 CA-NLA certification (Certificate of Aptitude in the NLA).
培训时长
加拿大神经语言学教学法培训第一期总时长为60个小时（NLA，授予资历认证教学证书，等级1级），其中35小时为面对面授课，25小时培训的课前工作及培训的课后工作。
![]()
TV REPORT (IN FRENCH) ON THIS NLA1 TRAINING FROM RADIO-CANADA: https://www.youtube.com/watch?time_continue=59&v=83TUj77EfJY
加拿大广播及电视台 电视报道（法语），ANL培训一期
WRITTEN REPORT BY RADIO-CANADA (IN FRENCH): https://ici.radio-canada.ca/nouvelle/1074547/neurolinguistique-francais-formation-immigrants?depuisRecherche=true
加拿大广播及电视台 文字报道（法语）
Summary (long version)
The neurolinguistic approach (NLA) for learning a second or foreign language (SL/FL) is a new paradigm for teaching/learning SL/FL communication skills in an institutionnal setting.
This new approach was developed by Claude Germain (Emeritus Professor at UQÀM and the South China Normal University) and Joan Netten (professor at Memorial University of Newfoundland) in the context of the growing influence of neuroscience on education. It is based on Paradis’s neurolinguistic theory of bilingualism (1994, 2004, 2009), as well as research carried out by N. Ellis (2011) and Segalowitz (2010); it is also influenced by Vygotski’s views on social interaction (1985).
The NLA is founded on five basic principles, formulated by Germain and Netten (2011, 2012a; Netten and Germain 2012), which create the necessary classroom conditions to maximise the potential of learners’ brains and develop spontaneous SL/FL oral communication and internal language, thereby optimising reading and writing in turn (Germain and Netten 2013b).
The NLA emphasises authentic communication and making use of social interaction. By doing so, it develops the intelligibility and spontaneity that learners require while fostering high levels of motivation during the whole learning process, demonstrating its effectiveness to teachers, among whom the approach has become increasingly popular, independently of the empirical results provided by on-the-ground assessments. The NLA therefore provides twin pedagogical benefits: on the one hand, the learners, who see rapid gains in their fluency and accuracy in the target language, and on the other, the teachers, who see their students’ progress much more quickly and with much less effort than they could when using other methods.
阐述
神经语言学教学法是一种在第二外语或外国语教学环境中获取第二外语或外国语的沟通技能教学的新型范式。
这种教学法是在神经科学教育兴起的影响下，由Claude Germain（加拿大魁北克大学和中国华南师范大学的名誉教授）和 Joan Netten (纽芬兰纪念大学教授) 设计研发。它是以Paradis先生的双语神经语言学为教学理论（1994，2004，2009），N. Ellis (2011) 和 Segalowitz (2010)实践工作为基础；并也受到了Vygotsky关于社会相互作用的观点的影响。
神经语言学教学法基于五项基本准则，由Germain和Netten(2011, 2012a; Netten et Germain, 2012)开发制定了必要条件。课上使学习者最大限度发挥大脑潜能，首要激发第二外语或外国语的自发性口语化沟通，从而达到最佳的书写能力与阅读能力的优化(Germain et Netten, 2013b)。
神经语言学教学法基于真实沟通与社交互动的方法。因此，它在培养学习者必要的可理解性和自发性的同时，在整个学习过程中，促进了强烈的求知欲望，教师也感受到其效果是真实存在，且方法是备受欢迎的。因此，神经语言学教学法有双重教学收益：对于学生而言，学习的语言流利程度和准确性迅速增长；同样对于教师，他们也察觉到了这种与之前教学方法相比事倍功半的有效成果。
![]()
November 2018; WORKSHOP NLA1; Beijing French Alliance (Alliance Française de Beijing);
2018年11月；ANL一期；北京法语联盟
General Schedule
Day 1: Theoretical framework
-
- Feedback on classroom observations and the needs of teachers/workshop leaders
-
- Beliefs: how a SL is learnt
-
- Why was a new approach necessary?
-
- A new approach: the Neurolinguistic Approach
-
- The NLA’s five fundamental principles
-
- The major changes in curriculum and pedagogy
培训项目章程
第一天：理论范畴
Day 2: Teaching strategies for oral language skills
-
- The 7 Deadly Sins: some ineffective teaching strategies
-
- Effective teaching strategies
-
- Practice with learners in real classroom situation
第二天：口语教学策略
Day 3: Teaching strategies for reading
-
- The 3 Deadly Sins: some ineffective teaching strategies
-
- Effective teaching strategies
-
- Practice with learners in real classroom situation
第三天：阅读教学策略
Day 4: Teaching strategies for writing
-
- The 3 Deadly Sins: some ineffective teaching strategies
-
- Effective teaching strategies
-
- Practice with learners in real classroom situation
第四天：书写教学策略
Day 5: Review and synthesis
-
- To go further (e.g. adapting workshop content to the participants’ teaching contexts)
-
- Instructions for the final project
第五天：回顾-综合概括
