top of page
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
Barrier Games
Barrier games are a simple way to give children a reason to use instructional language effectively.
-
Children have to work together and use language to complete the task.
-
A screen is placed between two students.
-
Speakers have to learn to give clear instructions and descriptions using specific vocabulary.
-
Listeners have to monitor information and ask appropriate questions to clarify understanding. Remove the barrier at the end of the game to compare and discuss results.
Create your own barrier games to support the themes covered in your language classes.
Dishes/Colours/Prepositions
Subarctic Animals
Outdoor Places
Body Parts and Verb "to dress" or "put"
Arctic Animals
Arctic Outdoor Places
To play this Barrier Game the teacher will need to print two copies of the game, then cut out and laminate each individual part.
Students will need to give directions for where to put each object. For example, "put the fish jumping out of the water. Put the moose in front of the tent."
Fall Barrier Game
Hunting Around Template
Hunting Around Vocabulary Template
Hunting Around Chipewyan
Hunting Around Chipewyan Vocabulary
Hunting Around cree
Hunting Around South Slavey
bottom of page