The use of NLP
techniques in the ESL Classroom
Dr Theodora Papadopoulou
PhD in Psychology
MA in Neurolinguistics, MA in Speech and
Language Pathology
theodora.papadopoulou@gmail.com
Neuro-linguistic
Programming (NLP) was developed in the USA at the University of California at
Santa Cruz in the 1970's. The title of
NLP was given by its founders, Bandler and Grinder (1975a) and it refers to
purported systematic, cybernetic links between a person's internal experience (neuro),
their language (linguistic) and their patterns of behaviour (programming). NLP is a form of modelling that aims to the
systematic and detailed understanding of people's subjective experience. Ever
since, NLP has achieved popularity as a method for communication and personal
development. It is often used by professionals such as practitioners, sales
people, market researchers, counsellors, consultants, educators, lawyers etc.
NLP is being applied in
UK education through the UK NLP network named NLPEdNet. Additionally, NLP is considered to be a
recognised mode of psychotherapy in the UK, accredited by the UK Council for
Psychotherapy.
NLP practitioners
support the view that a human person is a whole mind-body system with patterned
connections between internal experience (`neuro'), language (`linguistic') and
behaviour (`programming')
It has been promoted as
`the art of communication excellence', or `the study of the structure of
subjective experience' (McWhirter 1992). Although NLP is identified as a mode
of psychotherapy in its own right, it was initially offered as a method of
identifying the effective aspects of existing models of communication for
pragmatic purposes. NLP, as a practice, is influenced from a wide variety of
fields such as Gestalt therapy (Perls 1969), person-centred counselling (Rogers
1983), transformational grammar (Grinder and Elgin 1973), behavioural
psychology, cybernetics (Ashby 1965), Ericksonian hypnotherapy (Bandler and
Grinder 1975b; Grinder et al 1977), and the cybernetic epistemology of Gregory
Bateson (Bateson 1972). The theory of NLP has been developed and the `new code'
NLP (DeLozier and Grinder 1987) focuses on a more holistic - whole body-mind-
approach. NLP has also applications at the level of technique in education and
training (Lyall 2002). What lies behind these applications is the belief that
the teacher- learner relationship is a cybernetic loop, a dynamic process in
which meaning is constructed through reciprocal feedback. According to the NLP
theory, people act according to the way they understand and represent the world
and not according to the way the world `is'. It is also important to study the
ways in which people represent the world internally through sensory imagery
(visual, auditory and kinaesthetic) and language. NLP focuses on the way internal
representations are structured in an individual. The structure of internal
representation is unique to every individual. NLP supports the belief that
there are systematic relationships between this structuring and a person’s
language and behaviour. A learner's internal representations as well as the way
they process them are reflected both in their language and their external
behaviour. According to NLP, learning is a process through which such
representations and sequences are acquired and modified and since skills have
corresponding sequences of internal representation, they are all learnt. A
person’s ability to learn new things is highly influenced both by their
neuro-physiological `state' and by their beliefs about learning as well as
about themselves as learners. However, these beliefs are learnt and are
susceptible to change. These changes are achieved through communication between
the teacher and learner. This communication can be through verbal and
non-verbal channels, consciously as well as unconsciously. It is worth stating
that all forms of communication influence leaning. A teachers' language and
behaviour influence learners on two different levels. These are the learners’
understanding of the topic in question as well as their beliefs about the world
(that is about ‘learning’). According to NLP, teaching is a process of creating `states' that are conducive to
learning and facilitating learners' exploration and enrichment of their
internal representations. It should be noted that one of the most important
beliefs within NLP is that people use all senses to code experience internally.
That is referred to as `internal representation'. NLP considers that verbal
reports may account of people's inner experience. Therefore, when a person
describes what they can `see in their mind's eye', the person is experiencing
internal visual imagery. Internal imagery has applications in personal
development (Glouberman 1989), psychotherapy, sports psychology and other
disciplines. What NLP adds is a systematic model of distinctions within that
imagery that is called `submodalities' (Bandler 1985; Bandler and MacDonald
1988). These are thought to be related
to physiological responses in the body. It is also an approach to how such
images are connected in sequences of thought processes and related behaviour
(Bandler & Grinder 1979).
According to Paul Tosey and Jane
Mathison (2003),
‘… teaching is about 'languaging' the content of the
lesson, as it is about influencing the ways in which the knowledge is
constructed, through communication’. This indicates that teachers need to be
aware of the separation between the content of their topic, and the processes
whereby the topic is to be learnt.
Churles and Terry
(2007) supported that as far as teaching is concerned, mastery over
interpersonal and intrapersonal skills is fundamental as well as the fact that
it lies in our capacity to manage our internal responses and external behaviour.
Regarding NLP, a wide range of NLP tools and specialized techniques are offered
to teachers so that interpersonal and intrapersonal capacity as well as the
management of emotions and more effective communication can be expanded
(Churles and Terry, 2007). In an attempt to develop a better understanding of
the learning process, many researchers have employed NLP techniques within a
variety of domains and contexts.
Varner, Jackson and colleagues (2013) used NLP tools to calculate the extent to which students’ self-explanations of complex science texts contained
cohesive elements. Results show that better readers produced more cohesive self-explanations than less
skilled readers. This indicates that automated indices of cohesion may
potentially serve as a proxy for the
coherence of students’ mental text representations. Additionally, Graesser and
colleagues (2011) developed multiple
components of text readability using NLP tools. Through the use of NLP tools,
they were able to develop components
that provide multidimensional information
about texts and the specific properties that influence students’ ability to comprehend these texts successfully. Thus, NLP tools and
techniques might contribute to students’ vocabulary learning. NLP has many
applications in foreign language teaching and learning and more specifically in
teaching grammar and vocabulary. Here is an activity found in the book titled ‘Handing
Over’ by Jane Revel & Suzan Norman, pages 53-54
Title of the exercise:
‘Brainstormed emotions’
Aim
of the activity : Brainstorm words to describe emotions
Write
them randomly on the board. Alternatively, prepare an OHP. Ask students to
identify (by calling out, writing down or highlighting):
•
opposites and similes (e.g. ‘the opposite of boring’, or ‘any opposites you can
find’)
•
words of three (or four or two) syllables
•
words which match a particular stress pattern (e.g. conceited oOo)
•
words beginning with each letter of the alphabet in order (everyone calls out)
•
words ending with different letters of the alphabet (you call out the letters)
•
words which can either end -ed or -ing (e.g. excited/exciting)
•
positive emotions (there may be some differences of opinion)
•
words describing a temporary state, e.g. ‘tired’, rather than words which might
describe someone’s personality, e.g. ‘optimistic’ (hopefully there will be a
lot of differences o f opinion - see page 139 on ‘loosening labels’)
•
words they already know and which they could use with confidence
•
words containing particular sounds (e.g. ‘k’ - sarcastic, obnoxious)
•
words which can make anagrams of one another (e.g. vile, evil)
dull
courageous joyful depressed
warm friendly refined malicious generous
boring deceitful impulsive passionate afraid clever
Weary uptight miserable hot-headed
fascinating sarcastic
courageous
Suggested
Activities:
-Choose
10 words to complete each of these sentences:
I
would like to be more ... I would like to be less ...
-Look
up in a dictionary 10 words you didn’t know. Translate them.
-Say
each word in a way which expresses its meaning.
-Choose
10 words to draw in a way which expresses their meaning.
-Choose
10 words to complete each of these sentences:
People
often feel... when ... I felt... when ...
-Choose
three words you like the look of, three you like the sound of, three you
like
the feel of, and three whose meaning you like.
There
are many NLP techniques that have applications in foreign language learning.
What an educator needs, is a familiarization in the NLP theory and techniques
and a systematic and lifelong training in the Classroom Management and Student
Needs. More specifically, the profile of an effective educator is created on
the basis of a non stopping need to expand knowledge, be engaged in new teaching
techniques and acquiring in-depth knowledge of the students’ unique needs when
it comes to motivation and learning. A new teaching technique might appear to
be fascinating for educators. What is of utmost important is for the educator
to see whether this technique can be used in the EFL classroom and manages to
achieve its aim.
Educators
have to deal with the challenge of hosting a number of children of various
emotional and educational needs in their classrooms. What is more, they have to
find ways of overcoming any form of obstacle that blocks acquisition and
creating new paths to knowledge by triggering internal motivation in every
student. NLP techniques provide a multisensory approach to teaching and since
it focuses on every person’s inner representational images, it is able to
create strong neuro- associations in every person that give them the
opportunity to both store and retrieve information more quickly and easier. Every
method is made valuable in the hands of an effective teacher who remains
focused on the art of teaching and uses/tests new ways to help students acquire
knowledge easily.
The
ultimate goal is to make students love learning, to make them enjoy the trip of
knowledge and feel safe and respected in a friendly environment that provides
holistic learning experiences.
References
Craft, A. (2001) `Neuro-linguistic Programming and
Learning Theory', The Curriculum Journal Vol. 12 No. 1 pp. 125
- 136
Dilts, R. (2000) Encyclopedia of Systemic NLP Capitola,
CA.: Meta Publications
Dunn D, Halonen J,
Smith R (2008). Teaching
Critical Thinking in Psychology. Wiley-Blackwell.
Fauconnier, G. (1997) Mappings in Thought and
Language Cambridge, UK: Cambridge University Press
Fauconnier, G., & Turner, M., (2002) The
Way We Think: conceptual blending and the mind's hidden complexities New
York: Basic Books
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman,
S., Scott, P., & Trow, M. (1994) The New Production of Knowledge London:
Sage
Grimley, Bruce (2013). Theory and
Practice of NLP Coaching: A Psychological Approach (1st ed.). London: Sage Publications Ltd.
Hager, Michael (1990) `Using Neuro-linguistic
Programming to learn vocabulary', Praxis des neusprachlichen
Unterrichts Vol. 37 no. 1 pp. 59 - 61
Johnson, M. (1987) The Body in the Mind: the
bodily basis of meaning, imagination and reason Chicago: the
University of Chicago Press
Lee, A. (1993) `Outdoor education and Neuro-linguistic
programming', Journal of Adventure Education and Outdoor
Leadership Vol. 10 no. 4 pp. 16 - 17
Lyall, D (2002) `NLP in Training: the power to
facilitate' Training Journal November 2002, pp. 12 - 19.
Poffel, Stephen A. & Cross, Herbert J. (1985)
`Neurolinguistic programming: A test of the eye-movement hypothesis', Perceptual
and Motor Skills Vol 61 no.3 p. 1262
Revel, J., Norman, S (1999) ‘Handing
Over’ UK: Saffire Press
Robbie, E. (2000) `The ordering principle of the meta
model of NLP', NLP World 7(3) 25 - 66.
Sandhu, Daya Singh (1994) `Suggestopedia and
Neurolinguistic Programming: introduction to whole brain teaching and
psychotherapy', Journal of Accelerative Learning and Teaching Vol.
19. No. 3 pp. 229 - 240
Thompson J.E., Courtney L. & Dickson D. (2002)
`The effect of neurolinguistic programming on organisational and individual
performance: a case study' Journal of European Industrial Training, 24
August 2002, vol. 26, no. 6, pp. 292-298
Tosey, P. & Mathison, J., (2006) "Introducing
Neuro-Linguistic Programming Centre for Management Learning & Development, School of
Management, University of Surrey.
Tosey, P. & Mathison, J. (2002) `Mapping
Transformative Learning: a neuro-linguistic programming perspective', Paper
presented at Living Spirit: New Dimensions in Work and Learning,
conference at the University of Surrey, Guildford, Surrey GU2 7XH, UK, July
2002
Tosey, P. and Mathison, J.(2003) `Neuro-linguistic
Programming and Learning Theory: a response', The Curriculum Journal Vol.
14 no.3 pp. 361 - 378
