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Neuro Linguistic Programming in ELT

NLP (Neuro Linguistic Programming) draws on techniques like suggestopedia, drama, and body language that have long been used in language teaching. NLP is based on how the brain works and how it can be trained to improve. It recognizes that individuals learn in different ways, such as visually, auditorily, or through movement. NLP explains how people process incoming information and identifies six modalities of perception as well as how deletion, distortion, and generalization shape what is learned. By understanding these concepts, teachers can better cater to different learning styles in the classroom.

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44 views2 pages

Neuro Linguistic Programming in ELT

NLP (Neuro Linguistic Programming) draws on techniques like suggestopedia, drama, and body language that have long been used in language teaching. NLP is based on how the brain works and how it can be trained to improve. It recognizes that individuals learn in different ways, such as visually, auditorily, or through movement. NLP explains how people process incoming information and identifies six modalities of perception as well as how deletion, distortion, and generalization shape what is learned. By understanding these concepts, teachers can better cater to different learning styles in the classroom.

Uploaded by

jeferson pires
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Neuro Linguistic Programming in ELT

NLP (Neuro Linguistic Programming) has been around in language


teaching longer than we may realise. Those teachers who incorporate
elements of suggestopedia, community language learning, music,
drama and body language into their lessons are already drawing on
NLP as it stood twenty years ago.
The roots of NLP
NLP, with its roots in psychology and neurology, is about the way the
brain works and how the brain can be trained for the purpose of
betterment. It encompasses or is related to 'left / right brain' functions,
'visual / auditory / kinaesthetic' learning styles, multiple intelligence
and other areas of research which are attempting to identify modes of
learning whilst recognising the importance of the individual learner.

NLP and related subjects have their sceptics, particularly in terms of


general classroom applicability and how NLP is commercially marketed
as a method of self-improvement. NLP has been labelled a 'quasi
science' and criticised on the grounds of lack of empirical studies, but
there are sound reasons why NLP is compatible with current
classroom practice.

 NLP is about recognising patterns.

 NLP is concerned with process rather than content.

 NLP provides a model of how we communicate with ourselves


and others.

NLP and language learning


The NLP model explains how we process information which comes to
us from the outside and is based on the work of Richard Bandler and
John Grinder, who initially recognised the importance of eye contact
and movement in identifying emotional states and how (rather than
what) individuals think.

In NLP, information arrives via the senses, and 'six modalities' are
identified as ways that different individuals
perceive the messages. These modalities are:
 Visual Remembered

 Visual Constructed

 Auditory Remembered

 Auditory Remembered

 Auditory Digital

 Kinaesthetic

These clearly form the basis of what we now know as 'VAK' – the
identification of visual, auditory and kinaesthetic learners and the
need to cater for different learning styles in the classroom.

As externalities arrive, our perception of these is modified by three


major elements - deletion, distortion and generalisation. These
processes are instantly recognisable in language learners:

 Deletion
There is too much information for the learner to handle. Learners
delete or omit some information in order to make input
manageable. From the teacher's point of view, we have already
learnt not to present too much new language at once, and the
principle of 'less is more'.

 Distortion
Language learners will distort information into forms which are
understandable and learnable. This process is both negative, in
that it produces errors and misunderstandings, and positive in
that it contributes to learnability and motivation.

 Generalisation
This is one of the ways that we learn, by taking the information
we have and drawing broad conclusions. At its worst, over-
generalisation occurs, causing misuse of rules and poorly formed
hypotheses.

However, what is actually learnt by individuals is dictated by their own


personal filters. NLP identifies these as 'beliefs', 'values', 'decisions'
and 'memories', broadly defined as the way someone handles
information. (...)

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