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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.
Our Languages 10 Teacher Guide
Course Outline
Course Credit Descriptions:
Students may enter OLC 10 at any language level. However, they must pass OLC 10 with a minimum 50% final mark to enter OLC 20 and OLC 30. The Oral Proficiency Scale (OPS), the Reading Proficiency Scale (RPS), and the Writing Proficiency Scale (WPS) will be included into each module as part of the course weighting.
OLC 10:
Students must successfully pass OLC 10 with a minimum 50% final mark. The Oral Proficiency Scale
(OPS), the Reading Proficiency Scale (RPS), and the Writing Proficiency Scale (WPS) will be included into each module of OLC 10 as part of the course weighting. For example, the instructor may choose the weighting as follows:
• Oral Proficiency Scale (10%)
• Reading Proficiency Scale (10%)
• Writing Proficiency Scale (10%)
• In class assignments (70%)
As students are encouraged to commit to their growth in language proficiency, the students in OLC 10 may possibly be at an Emergent, Beginner or Intermediate language level. The instructor will need to include assignments or projects that meet the diversity in student language levels and challenge their growth. The goal is that by the end of the semester (or year) of OLC 10, the student will progress in their language acquisition and proficiency. This progression is not predetermined or regulated by grade levels but rather builds on their individual language proficiency.
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