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.
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Children have to work together and use language to complete the task.
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A screen is placed between two students.
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Speakers have to learn to give clear instructions and descriptions using specific vocabulary.
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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.
Seasonal Barrier Games
To prepare this resource, educators will need to print two copies of the game board and accompanying pieces. Each object should be cut out and laminated for durability and repeated classroom use.
Students work in pairs. Each partner receives a board and a matching set of pieces. A physical barrier (e.g., binder, folder, or divider) is placed between students so they cannot see each other’s layout.
One student gives clear oral directions describing where to place each object. The partner listens carefully and arranges their pieces based solely on the spoken instructions.
After all objects have been placed, students remove the barrier and compare their boards. This encourages discussion, clarification, and sentence expansion.
Summer
Fall Barrier Game
Winter
Spring
Physical Barrier Games
This barrier game may also be played using classroom manipulatives such as toy dishes, Mr. Potato Head pieces, plastic animals, blocks, or other small objects.
Provide each pair of students with two identical sets of materials. A physical barrier is placed between them so they cannot see each other’s setup.One student arranges their objects in a specific layout and provides clear oral directions. The partner listens and recreates the arrangement using spoken language only.
When complete, students remove the barrier and compare their arrangements, identifying similarities and differences and discussing any adjustments needed.
Dishes/Colours/Prepositions
Subarctic Animals
Body Parts and Verb "to dress" or "put"
Arctic Animals
Hunting Around Template
Hunting Around Vocabulary Template
Hunting Around Chipewyan
Hunting Around Chipewyan Vocabulary
Hunting Around cree
Hunting Around South Slavey