Neurolinguistic Approach (NLA)

The Neurolinguistic Approach (NLA) for acquiring a second or foreign language (L2/FL)
is a new paradigm for teaching/learning L2/FL communication skills in an institutional setting

A new methodological approach

This new approach was designed by Claude Germain (Emeritus Professor, UQAM and South China Normal University) and Joan Netten (professor, Memorial University of Newfoundland) in the context of the emerging influence, in education, of neuroscience. It is based on M. Paradis’ neurolinguistic theory of bilingualisms (1994, 2004, 2009), as well as on studies in cognitive neuroscience by N. Ellis (2011) and N. Segalowitz (2010); it is also influenced by the views of L. Vygotsky (1934/1985) on the role played by social interaction in learning.

Five fundamental principles

These were set out by C. Germain and J. Netten (2011, 2012), who define the conditions for maximising the potential of learners’ brains in the classroom when the goal is, firstly, to develop the ability to spontaneously communicate orally in an L2/FL, i.e. to build an internal language proficiency that optimises the subsequent development of reading and writing skills (Germain and Netten, 2013).

An approach based on authentic communication

The NLA bases itself on the use of authentic communication and on exploiting social interactions. In this way, it allows learners to develop the necessary intelligibility and spontaneity, while also boosting their motivation through the whole learning process, which explains its growing popularity across the globe among teachers who find here the proof of its efficiency, alongside the empirical on-the-ground research that attest o its results.

The NLA thus provides a double pedagogical benefit: for learners, who see rapid growth in their target language fluency and accuracy, but also for teachers, who see genuine progress with less preparation time and classroom effort than the methods they used previously required.

Claude Germain

Pd.D. in Linguistics; Ph.D. in Epistemology

Co-designer of the neurolinguistic approach, Emeritus Professor at the Université du Québec à Montréal (UQAM, Canada), and Emeritus Professor at the South China Normal University (SCNU).

Joan Netten

Ph.D. in Education

Co-designer of the neurolinguistic approach, Memorial University of Newfoundland and Labrador (Canada), awarded the Order of Canada for her work promoting the development of the French language in Canada.

NLA1 – Initial training in the Neurolinguistic Approach to teaching second/foreign languages

This training workshop allows participants to acquire both the theoretical foundations of and practical experience in the essential teaching strategies that are at the heart of the Neurolinguistic Approach.

The workshop introduces the authentic communication approach, which allows language learners to develop the fluency and accuracy needed to acquire linguistic competency from the earliest levels, all the while fostering strong motivation during the entire learning process.

Intended for second- or foreign-language teachers, as well as for future teachers and education supervisors.

This 60-hour course is divided into 35 in-class workshop hours and 25 hours of personal work (guided autonomy), 5 to be completed before the workshop and 20 after.

5 days

Day 1: Theoretical framework

• The needs of language teachers/trainers, analysis of teaching practices and classroom results

• Beliefs about L2 acquisition

• The need for a new approach

• The conditions for the emergence of the Neurolinguistic Approach

• The NLA’s five fundamental principles

• Majors changes for curricula and pedagogy

• Experimental results

Day 2: Teaching strategies for oral proficiency

• The deadly sins, or common inefficient teaching strategies

• The 7 deadly sins for oral development

• Demonstrations of effective NLA strategies

• Simulations

• Practice in real classrooms (with real learners)

Day 3: Teaching strategies for reading

• The 3 deadly sins for reading development

• Demonstrations of effective NLA strategies

• Simulations

• Practice in real classrooms (with real learners)

Day 4: Teaching strategies for writing

• The 3 deadly sins for writing development

• Demonstrations of effective NLA strategies

• Simulations

• Practice in real classrooms (with real learners)

Day 5: Review and synthesis

• Review of teachers’ common beliefs

• Review of the neurolinguistic theory and neuroeducation

• Review of the participants’ practices and the learners’ reactions

• Discussions on how to adapt workshop content to the participants/teachers’ teaching contexts

• CiFRAN’s research groups (NLA and others) and training follow-up

• Instructions for final task (to be handed in within 3 months for CAP-NLA validation)

• End of workshop

This 60-hour course leads to an NLA1 Certificate (Certified NLA Practitioner).

NLA2 – Advanced training in teaching in accordance with the Neurolinguistic Approach

Intended for L2/FL teachers who have completed initial training in the NLA, this course aims to consolidate the application of the Neurolinguistic Approach’s strategies, to enrich their understanding of educational neuroscience, and to introduce them to the competencies required of teacher-trainers. This course is particularly recommended for learning supervisors, educational consultants, and those responsible for training teachers required to implement the NLA.

This course applies a reflective observation approach that will reinforce both the pedagogical knowledge and the educational skills at the basis of the NLA; it also allows participating teachers to develop the professional attitudes needed to analyse teaching practices, whether their own or those of their colleagues.

Intended for NLA practitioners who wish to improve their field-level practical skills.

This 60-hour course is divided into 35 in-class workshop hours and 25 hours of personal work (guided autonomy), 5 to be completed before the workshop and 20 after.

5 days

Day 1: Theoretical framework and optimising development of oral proficiency

• Review of the NLA’s fundamental principles, based on the teachers’ experiences

• From results obtained in cognitive neuroscience to definitions of neuroeducation, neurodidactics and neurodidactics specific to language teaching

• Pedagogical knowledge, pedagogical skills, teacher trainer knowledge, teacher trainer skills

• The deadly sins of beginner NLA practitioners at the oral stage

• Teaching practices for oral language

• Feedback from participants regarding practices observed