Neurolingusitic Programming in Language Teaching and Learning

ikrark@yahoo.com

English Educational Department

Graduate Program of State University of Makassar, Indonesia

ABSTRACT

This paper attempts to reveal the potential value of atypical method to be applied in English language learning by suggesting some popular models used in Neurolinguisitic Programming (NLP). The paper consists of two essential parts. In the first part, five models as well as strategies in NLP explained briefly along with their implementation to language teaching and learning. The second part of this paper includes a specific technique to language learning drawn from the author’s perspective. Finally some procedures of implementing NLP in language learning which are addressed in this paper based on the principle of subjective experience. Therefore the teachers are expected to have success work by making use of NLP as a methodology in their teaching practices.

Keywords: Neurolinguistic programming, language teaching and learning

INTRODUCTION

Neurolinguistic programming (NLP) has attracted considerable attention among practitioners in recent years. Developed by Richard Bandler and linguist John Grinder in the 1970s as a method of personal change and communications, it has transformed into flexible approach and prospect essential in many contexts including self-development, education, businesses and organization. In its development, NLP is not atypically referred to techniques or tools (Robles, 2000) rather than as a method, hypothesis or theory. It is quite often defined as interpersonal communications model and an alternative approach to personal development based on the subjective study of language, communication and personal change (Harris, 2001; Hosseinzadeh & Baradaran, 2015; O’Connor & Seymour, 1993).

In general, NLP is esteemed as the study of subjective experience stemming from individual’s exclusive view of the world (Moore, 2009). Originator of NLP, stated its fundamental philosophy is encapsulated in the conceit the map is not the territory, meaning that individuals’ reflections are based upon their confined internal representation of the world (map) and not the world itself (territory) (Grinder & Bandler, 1976). This leads several other scholars to regard NLP as a model rather than a theory of human behavior (Tosey & Mathison, 2003; Zastrow, Dotson, & Koch, 1987). It is a further practical (technique driven) than theoretical (Heap, 2008). Furthermore, its content embracing models, strategies, and techniques seem to be strongly eclectic.

In numerous practical applications of NLP, education is ranked within the top. Among a broad range of techniques and frameworks offered by NLP, some specifically aim at teachers and learners (Beaver, 2002; Freeth, 2013). This goal-oriented approach employs multiple techniques to generate enhanced performance in education. There seems to be much within NLP from which educators, teachers, and learners can avail. Moreover, Moore (2009) regarded NLP as a catalyst in fulfilling the needs of pedagogical systems. Kudliskis and Burden (2009) proposed NLP tactics as “given away” to teachers and students encountering exam anxiety and other germane pressures. Technically speaking, NLP could be taught to help improve memory, promote personal strength, adopt effective learning strategies, distinguish and reframe impeding educational beliefs, raise self-esteem, and optimize motivation (Robert Dilts & Epstein, 1995; Thornbury, 2001). Building on previous findings, NLP can engender considerable improvements in learning and education.

Despite its widespread popularity as conceptual framework to educational context, there are only few published literatures concerning NLP used particularly in language teaching and learning. Consequently, as criticized by Witkowski (2010) today, after 35 years of research devoted to the concept, NLP has not been accompanied by knowledge of empirical underpinning of the concept. The focus in NLP was more likely pragmatic. It concerns with how people construct their experiences through cognitive processes (Fitriana, 2012) rather than explicit instruction as mainly be applied in English language teaching. In other words, it is not an easy task to manipulate particular attitude whereas motivating is a highly skilled job.

Some scholars have introduced NLP as a supplementary technique in teaching language which is claimed to help achieve excellence in learner performance. Pishghadam, Shayesteh, and Shapoori (2011) gave a new dimension to the understanding of NLP in relation to the field of English language learning and teaching. They constructed and validated an NLP scale (via exploratory factor analysis) to investigate to what extent English language teachers incorporate NLP into their teaching performance. Evaluating its association along with teacher’s amount of success, experience, gender, and degree, they underlined NLP‟s absolute power in bringing up change within pedagogical settings. All the same, the attempt did not gain considerable recognition and was not conspicuous enough to the scholars of the field probably due to NLP’s anti-theoretical status (Bandler & Grinder, 1979), unclear evidence base, lack of evaluation of its practices (Tosey & Mathison, 2003), or teachers’ lack of relevant knowledge (Yero, 2001).

Considered as an alternative approach to language teaching (Richards & Rodgers, 2001), NLP is claimed to achieve excellence in the performance of learners through enhancing teacher learner congruence (Millrood, 2004). Millrood, who emphasized the importance of establishing a smooth and natural classroom environment, claims that NLP has an essential role in teacher discourse as addressing the learners’ cognitive-emotional domain (the neuro component) through verbal interaction with the learner (the linguistic’ component), resulting in optimal harmony in teachers’ and learners‟ classroom interaction. Jane Revell and Norman (1997) highlighted the importance of teacher-learner congruence by claiming that for effective communication to take place between the learner and the teacher, instructors should use various classroom activities to find out about the preferred representational channel of their students, which will help establish rapport-the establishment of trust, harmony, and cooperation in a classroom environment.

A review of the literature on NLP demonstrates that its role in the realm of education and particularly second or foreign language learning (ESL/EFL) has not been examined effectively. Due to the scarcity of research in this area, the paper aimed to reveal a potential value of NLP to be applied in English language learning.

DISCUSSION

Neurolinguistic Programming has a very meaningful sense. According to Jane Revell and Norman (1997) Neuro refers how we experience the world trough our five senses and represent it in our minds through our five senses. Linguistic refers to our language ability; how we put together words and phrases to express ourselves, as well as how our “silent language” of movement and gestures reveals our states, thinking styles and more. It relates to the communication aspects (both verbal and non-verbal) of our information processing Programming, taken from computer science, refers to the idea that our thought, feelings and actions are like computer software programs or it is behavioral and thinking patterns we all go through. In conclusion, there is a relationship between perception, thinking and behavior that is neuro-linguistic in nature.

The most recently defined inventory of NLP techniques which have been put forward by Millrood (2004) are to establish rapport between the teacher and learners, modelling (offering strategies for better pronunciation), to create a learner filter (monitoring correct/incorrect knowledge), to pace and to lead the learner (introducing a cognitive challenge), to elicit learners’ creative responses (guiding the learner to an output), to recognize learners’ individual differences, to reframe the approach (stopping unproductive teaching strategies), and to reinforce learner achievement by emphasizing success have been put forward by Millrood. To do all the inventories as suggested by Millrood (2004), specific NLP technique, strategies, model used in language teaching are addressed in further discussion of this paper.

Strategies and Models in NLP

There are a number of different strategies that are used by proponents of NLP. In this part, strategies and models are defined and explained along with their implementation to language teaching and learning.

Modelling

Modelling, is the process of observing and mapping the successful behaviours and strengths of other people. Modelling requires careful observation strategies so as to notice what the person being modelled does, and try to imagine what it is like to be in their “skin” (Revell & Norman, 1999, p.107). In brief, modelling in NLP involves profiling behaviours, physiology, beliefs and values, internal states and strategies.

In language classroom, this model allows students to model the teacher-his/her intonation, stress patterns, pronunciation. The second view on modelling is

that students can be asked to model their successful peers. The participants whose names are indicated for the first view of modelling said that they might as well ask students to model their classmates to remember and record vocabulary, scan a reading text and so on.

Meta-programs

Meta-programs, which refer to non-conscious preferences for processing information that affect behaviours, can be applied in any classroom setting for the personalisation of learning. As J. Revell and Norman (1999, p. 64) ) puts it, “Meta-programs in NLP refer to non-conscious filters our brains habitually used to select relevant information from our sensory experience”. Revell and Norman (1999) provide, among a variety of other NLP-based language teaching activities, an activity called know your meta-programs, by means of which they underline the fact that “once our brain finds a way of behaving that works, it tends to repeat it, so that it becomes a habit, or a program.

Pacing

Pacing is another NLP strategy which is used to establish rapport by matching certain aspects of one’s behaviour to those of the person being communicated with (R Dilts & DeLozier, 2000). Pacing is the process of giving a sort of feedback to the person with whom you are interacting, through your own behaviour that you have observed in that individual. This can be done by matching that person’s breathing rate, language patterns, and gestures, to help establish rapport. In short, being able to establish rapport requires finding the points of overlap between different models of the world to create and maintain harmonious mutual understanding with the person being interacted.

Reframing

In simple terms, reframing can be considered as a change in one’s perception of reality and is defined as a combination of decisions that are used to reinterpret the experience of learning disability in a positive manner so as to overcome the disability (Gerber, Reiff, & Ginsberg, 1996). More explicit definition has been provided by Bandler, Grinder, and Andreas (1982, p. 2) in which reframing is defined as “changing a frame in which a person perceives events in order to change meaning”. This change in meaning paves the way to the change in the behavioral responses of the person’s. In their article focusing on ways of reframing adult learning disabilities, Gerber et al. (1996) suggest that one’s strengths should be identified in order to transform them to success experiences, and at the same time awareness of one‟s weaknesses helps a person to make a conscious effort to mitigate them.

Reframing is used when students have a tendency to use some very negative words…like “I can‟t do that”…or like...“this is difficult” and I think ...especially as a teacher he/she needs to reframe some sentences and some phrases to help the students see it from another perspective. The teacher may use reframing strategy particularly after identifying whether they have any inhibiting negative feelings about learning. Reframing is useful in cases when students have lack of self-esteem and determination for success. It is used to show students what their negative beliefs or learning anxiety stem from, so that they find their way around to overcome them.

Metaphors

Metaphors, which can simply be defined as “any word or phrase which links one idea with another…shape the way we think about the world, and therefore, the way we behave in relation to it” (J. Revell & Norman, 1999, p. 72). Stories and analogies, examples of which are available in their book entitled In Your Hands, are considered as extended metaphors in language classrooms, and can enable students to make more sense of what they learn by means of a fruitful metaphor.

In teaching reading, metaphor is useful as a warm-up activity before a reading text. The teacher writes on the board “Learning English is like a ..., because ...., and asked my students to complete the sentence. Using metaphors such as Honey or other fun things help students reframe their negative perceptions about language learning as well.

Anchoring

Anchoring is the process of associating an internal response with some external trigger (similar to classical conditioning) so that the response may be quickly, and sometimes covertly, re-accessed. Anchoring can be done in three ways; when specific hand gestures are used, it is called visual anchoring, and when specific words and voice tone is used, it is auditory and kinaesthetic when touching an arm or laying a hand on someone's shoulder. Anchoring involves doing “something striking so that it is remembered or forgotten” (Acton, 1997). From an NLP standpoint it means first, ensuring concentration and then bringing together the right combination of modalities to set the memory. Acton (1997) reminds teachers that anchoring can also be used in the summary or concluding phase of their lessons. Anchoring may be in the form of giving the learner vivid and memorable context to take home, such as a phrase that contains the new sound while teaching pronunciation.

Visualisation

Visualisation is one of the core strategies used by NLP for planning and programming changes in behavior. It is the backbone of many NLP techniques such as the New Behavior Generator, the Swish Pattern, Future Pacing, the Visual Squash, VAK Dissociation, and the Disney Imagineering Strategy, all of which make extensive use of the processes involved in visualisation. Within the perspectives of NLP, visualisation is a conscious transformation, as well as a deliberate activation of the visual representational system, and it is actualized by using memories, fantasy or a combination of both (R. D. Dilts, J., 2000).

In language classroom particularly in learning grammar, the teacher may ask students to close their eyes and think of their past regrets, then ask students to put those on to paper. Finally, teacher asks them to fold the paper many times, and throw it in the rubbish bin. They (students) get the chance to practice past regret forms in grammar, as well as getting rid of the negative beliefs that lead to negative states.

NLP and specific technique for language learning

Some pattern in NLP seem to be motivating activities by recalling subjective experiences to language teaching rather than specific procedures to improve students’ language ability. The reason of many NLP techniques only show general explanation and become difficult to be applied because it cannot be generalized whereas every students also has diffent subjective experience. However the author adapted one strategy in recently updated pattern in NLP (Aknin, 2010) that will help students to memorize foreign vocabularies particularly English words very quickly by using his own subjective experience. This specific pattern uses the power of sub-modalities.



Step #1. Select 5 new words.

I will select five words that I wish to learn from English and it must be unfamiliar word. I try to establish the intention to learn all five within the next five to ten minutes. I read through them slowly, pronounce each one and read its translation. In this part, I translated the words to make sure that I know the meaning of the translated word.

Step #2. Substitute

I will take the first word and make it something familiar. As the example below shows, I take the syllables of the word apart in my mind. I will use them to build a mental image that is memorable because the word is wild and strange in some way. Draw from my own experiences to find imagery and meaning that are significant to me because the word comes from my personal likes and fantasies.

Here is an example a;

For the English word "Abdomen" (“perut” in Bahasa Indonesia),

a. I deconstruct the word to "Ab" and "Domen."

b. In Buginese (Common ethnic in Sout Sulawesi) the word "Domen" almost have similar with “domeng” which means “domino”. I do not need to imagine all chunck, but the potential word which is more significant to be played. so I imagined, I played “domeng” with my friends.

c. In this imaginary scene, I hold my “domeng” from my hand to my stomach so that my friends cannot see them. But one of my friend yells at me “Jangan taruh domeng diperutmu, nanti kau sembunyikan lagi (do not put domeng upon your stomach, you will hide it anyway).”

d. In this image I have used personal images and meanings to link "domen" and "perut."

Coming up with these can be a challenge at first, but most of teacher who have NLP training find that it gets easy with practice. The best way is to keep practicing and as practicing over and over, it will build this skill while learning a language at the same time.

Step #3. Use sub-modalities

Sub-modalities are great for memory techniques. For those who are not familiar with the term, sub-modalities mean the "modes" of the experience. For example, let us take my strange domeng image. Can the dots in my domeng become seven or five so I could win this Domino game? Of course, in my imagination, it can be manipulated as I wish it to be. Sub-modalities for my made up scene can include the brightness of the image, its size, whether the imagery is in color or black and white, whether one of my leyyed friend has a high or low voice, and so forth. However If you are not comfortable working with sub-modalities yet, you can still do this pattern without them.

Step #4. Move mentally faster

I run the image as fast as I can over and over again. I use my body. Move my arms. Move my eyes up and to the left when I say the foreign word. I say the foreign word out loud. I put my hand on my stomatch when I say the foreign word out loud and imagine it as wild, and as big, and as strange, as I can, the image I came up with. I do it again, faster. I can run the pattern faster than I think, because the brain can learn surprisingly quickly. Use repetition to improve my results. Repetition is very important for getting things into long term memory. By repeating it, imagining a wild associative image, and doing it faster each time, I am embedding each word in my nervous system.

Step #5. Compress in groups of 5's

Once I feel comfortable with imagining wild stuff, I do it with the rest of the words, in group of five. That is, I go through the group, build a wild image for each one of them, and then repeat them in a row, one through five, repeatedly, faster and faster. This saves time, and makes it more interesting. I also make up a UNIQUE image for each word. Variety will help my mind distinguish between the words.

Step #6. Test.

After the first 20 words, I take a rest for a minute; stretch or do something else. Then I take only the foreign words (without the translation/meaning) and imagine the wild picture and then the meaning for each one. I try to feel the meaning of the words without translating them.

One essential thing in step 6 is that do not be alarmed if we cannot remember the meaning of all the words. All it means is that we should come up with better, more personal, wilder and stranger images for these words. The rest, of which we did remember, we will remember for a lifetime.

All the explanation above show that it is possible to label NLP as a language teaching methodology, all the techniques, strategies and models provide considerable contributions to make ELT classrooms become more effective through subjective experience. Nevertheless, some techniques are implicitely explained because of the latter NLP’s principle. Therefore, further discussion regarding NLP in language teaching should be more exposed in published research to enrich literatures as well as generating NLP as common technique used by language teacher in their teaching.

CONCLUSION

As for the NLP techniques, strategies and models which are written in this paper to be influential in language teaching classes, some are explained to be effective in ensuring a good performance of either students or teachers. Another potential of NLP to be pompous in this current education is that it has considerable flexibility to language teaching methodology whereas the common patterns are believed to support learners to lower their likely affective barriers and increase their motivation for learning through subjective experiences. Furthermore, a complex activity must be handled with proper handler. By understanding the principles of NLP in language teaching, the teachers are then able to manipulate the language learning into a change which lead to better activity.

REFERENCES

Acton, W. (1997). Seven suggestions of highly successful pronunciation teaching. Language Teacher-Kyoto-Jalt, 21, 21-26.

Aknin, S. V. (2010). The Big Book Of NLP Expanded 350+ Techniques, Patterns & Strategies Of Neuro Linguistic Programming. United States of America: Inner Patch Publishing.

Bandler, R., Grinder, J., & Andreas, S. (1982). Neuro-Linguistic Programming™ and the Transformation of Meaning. Moab, Utah: Real People.

Beaver, D. (2002). NLP for lazy learning: How to learn faster and more effectively. London: Vega Books.

Dilts, R., & DeLozier, J. (2000). Meta Program, In Encyclopedia of Systemic Programming and NLP New Coding. Scotts Valley (CA): NLP University Press.

Dilts, R., & Epstein, T. (1995). Dynamic learning (Vol. 426): Meta Publications Cupertino, CA.

Dilts, R. D., J. (2000). Visualisation. In Encyclopedia of Systemic NLP and NLP New Coding. Scotts Valley: NLP University Press.

Fitriana, I. (2012). Neuro-Linguistic Programming As Student’s Energizer. Diglossia, 3(2).

Freeth, P. (2013). NLP-Skills for Learning: A practical handbook for increasing learning potential-eBooks and textbooks from bookboon. com: bookboon. com.

Gerber, P. J., Reiff, H. B., & Ginsberg, R. (1996). Reframing the learning disabilities experience. Journal of learning disabilities, 29(1), 98-101.

Grinder, J., & Bandler, R. (1976). The structure of magic: II.

Harris, T. (2001). NLP if it works use it. CAUCE, Revista de Filología y su Didáctica, 24, 29-38.

Heap, M. (2008). The validity of some early claims of neuro-linguistic programming. Skeptical intelligencer, 11, 6-13.

Hosseinzadeh, E., & Baradaran, A. (2015). Investigating the relationship between Iranian EFL teachers’ Autonomy and their Neuro-linguistic Programming. English Language Teaching, 8(7), 68.

Kudliskis, V., & Burden, R. (2009). Applying ‘what works’ in psychology to enhancing examination success in schools: The potential contribution of NLP. Thinking skills and creativity, 4(3), 170-177.

Millrood, R. (2004). The role of NLP in teachers’ classroom discourse. ELT journal, 58(1), 28-37.

Moore, C. (2009). NLP in education. Unpublished M. Sc. thesis, Nui Maynooth University, Ireland.

O’Connor, J., & Seymour, J. (1993). Introducing Neuro-Linguistic Programming: Psychological Skills for Understanding and Influencing People. London, UK: Thorsons: ISBN 1-85538-344-6.

Pishghadam, R., Shayesteh, S., & Shapoori, M. (2011). Validation of an NLP scale and its relationship with teacher success in high schools. Journal of language teaching and research, 2.

Revell, J., & Norman, S. (1997). In your hands: NLP in ELT: Saffire Press.

Revell, J., & Norman, S. (1999). Handing over – NLP based activities for language learning. London: Saffire Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: Cambridge university press.

Robles, A. (2000). NLP, Tools for Teaching. T. Harris and I. Sanz Sainz. ELT 1999: A Space Odyssey, 75-86.

Thornbury, S. (2001). Point and counterpoint. The unbearable lightness of EFL. ELT journal, 55(4), 391-396.

Tosey, P., & Mathison, J. (2003). Neuro-linguistic programming and learning theory: A response. The Curriculum Journal, 14(3), 371-388.

Witkowski, T. (2010). Thirty-five years of research on Neuro-Linguistic Programming. NLP research data base. State of the art or pseudoscientific decoration? Polish Psychological Bulletin, 41(2), 58.

Yero, J. (2001). NLP and education: A shift of focus. Anchor Point Magazine, 15(9), 37-41.

Zastrow, C., Dotson, V., & Koch, M. (1987). The neuro-linguistic programming treatment approach. Journal of Independent Social Work, 1(1), 29-38.