NLA1 - Tokyo - Intensive Teacher Training Course in Neurolinguistic Approach

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NLA1 - Tokyo - Intensive Teacher Training Course in Neurolinguistic Approach
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From Wed 25 March 2020 to Sun 29 March 2020
From Wednesday 25 March 2020 to Sunday 29 March 2020
9:00 AM - 6:00 PM
Ended

Objectives

Intended for (future) FSL / FSL teachers and team leaders, this NLA1 initial training aims to develop the theoretical foundations and the practice that is essential for the teaching strategies of the Neurolinguistic Approach.

The CiFRAN trainings guarantees:

• Putting teaching strategies into practice with learners in a real class during the training;
• A follow-up of the training by its experts and within the community of its ANL practitioners beyond the internship; • Obtaining an "ANL1 Practitioner Certificate" attesting to the ability to implement ANL strategies (after practical evaluation)

PAYMENT

√ Three rates (see Eventbrite Tickets).

√ Payable directly online (Eventbrite ticket, fees payable by the payer).

√ Payable by bank transfer (no charge, Japanese bank).

√ Payable in 1, 2 or 3 times.

⚠️ 30% deposit to be paid by bank transfer before February 15th.

The authentic communication approach introduced during the workshop will allow language learners to develop the fluency and precision necessary for the development of language skills from the beginning level while promoting a strong motivation throughout the learning process.

Formation aux formes armées canadiennes

JUNE 2018; WORKSHOP NLA 1; CANADIAN FORCES LANGUAGE SCHOOL, GATINEAU  
(Steeve Mercier, Joan Netten, Olivier Massé)


Summary (short version)

The Neurolinguistic Approach (NLA) is a new paradigm for teaching and learning a second or foreign language in an institutional setting. This approach was developed by Claude Germain (emeritus professor at UQAM and SCNU) and Joan Netten (Order of Canada for her work promoting and improving French education in Canada), in the context of the growing influence of neuroscience on education.

This workshop, led by Steeve Mercier (Ph. D. ; Université Laval) and Olivier Massé (Ing. Form.), includes the participation of Joan Netten or Claude Germain and lasts a full week to offer participants the initial theoretical and practical content.

Demonstration and mastery of ANL teaching strategies during the training is done with authentic language learners, in real class, - CiFRAN's exclusive training format. The authentic communication approach introduced during the training will enable language learners to develop the fluency and precision necessary for the development of language skills from the beginning level while promoting a strong motivation throughout the learning process.

Duration of the training

This workshop includes 35 hours of classroom coursework and 25 hours of individual work prior to and following the workshop. These 60 hours of training lead to the Level 1 CA-NLA certification (Certificate of Aptitude in the NLA).

Interview de Claude Germain, Co-concepteur de l'ANL

TV REPORT (IN FRENCH) ON THIS NLA1 TRAINING FROM RADIO-CANADA: https://www.youtube.com/watchtime_continue=59&v=83TUj77EfJY

WRITTEN REPORT BY RADIO-CANADA (IN FRENCH): https://ici.radio-canada.ca/nouvelle/1074547/neurolinguistique-francais-formation-immigrantsdepuisRecherche=true

Summary (long version)

The neurolinguistic approach (NLA) for learning a second or foreign language (SL/FL) is a new paradigm for teaching/learning SL/FL communication skills in an institutionnal setting.

This new approach was developed by Claude Germain (Emeritus Professor at UQÀM and the South China Normal University) and Joan Netten (professor at Memorial University of Newfoundland) in the context of the growing influence of neuroscience on education. It is based on Paradis’s neurolinguistic theory of bilingualism (1994, 2004, 2009), as well as research carried out by N. Ellis (2011) and Segalowitz (2010); it is also influenced by Vygotski’s views on social interaction (1985).

The NLA is founded on five basic principles, formulated by Germain and Netten (2011, 2012a; Netten and Germain 2012), which create the necessary classroom conditions to maximise the potential of learners’ brains and develop spontaneous SL/FL oral communication and internal language, thereby optimising reading and writing in turn (Germain and Netten 2013b).

The NLA emphasises authentic communication and making use of social interaction. By doing so, it develops the intelligibility and spontaneity that learners require while fostering high levels of motivation during the whole learning process, demonstrating its effectiveness to teachers, among whom the approach has become increasingly popular, independently of the empirical results provided by on-the-ground assessments. The NLA therefore provides twin pedagogical benefits: on the one hand, the learners, who see rapid gains in their fluency and accuracy in the target language, and on the other, the teachers, who see their students’ progress much more quickly and with much less effort than they could when using other methods.

ANL1, Formation initiale en français

Mars 2018; WORKSHOP NLA1 @ Institut Français du Japon - YOKOHAMA

GENERAL SCHEDULE

Day 1: Theoretical framework

  • Feedback on classroom observations and the needs of teachers/workshop leaders
  • Beliefs: how a SL is learnt
  • Why was a new approach necessary?
  • A new approach: the Neurolinguistic Approach
  • The NLA’s five fundamental principles
  • The major changes in curriculum and pedagogy
  • Pilot projects results

Day 2: Teaching strategies for oral language skills

  • The 7 Deadly Sins: some ineffective teaching strategies
  • Effective teaching strategies
  • Demonstrations
  • Practice with learners in real classroom situation

Day 3: Teaching strategies for reading

  • The 3 Deadly Sins: some ineffective teaching strategies
  • Effective teaching strategies
  • Demonstrations
  • Practice with learners in real classroom situation

Day 4: Teaching strategies for writing

  • The 3 Deadly Sins: some ineffective teaching strategies
  • Effective teaching strategies
  • Demonstrations
  • Practice with learners in real classroom situation

Day 5: Review and synthesis

  • Review of beliefs

  • Review of theory

  • Review of practice

  • To go further (e.g. adapting workshop content to the participants’ teaching contexts)

  • NLA : work in progress

  • Instructions for the final project

  • Closing reception

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