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allied
academies
Nov12-13, 2018 | Paris, France
Central Nervous System & Therapeutics
International Conference on
Journal of Neurology and Neurorehabilitation Research | Volume 3
ICT for language learning
Rachel M Paling
Efficient Language Coaching, UK
N
eurolanguage Coaching incorporates the latest findings in
neuroscience as well as principles and tools from coaching
into the traditional process of language teaching with practical
steps to facilitate learning. Through neuroscience we know that
every brain is unique, so neurolanguage coaching is tailor-made
learning to clients’ needs, without books, but with clear and
structured targets to achieve in defined periods of time. This
method and approach potentially creates the perfect learning
conditions for the brain leading to faster, more efficient, sustain-
able and cost-effective results. It is essential as an educator to
fully understand how the brain is impacted and affected while
learning and for us to engage and empower our learner to their
full potential. When we create brain friendly interactive conver-
sations, in a non-directive style, provoking brain connections
whenever possible, then we come into a perfect learning state.
NL Coaching is new and unique, going one step beyond “lan-
guage coaching” adding the practical application of “neurosci-
entific principles”. Teachers are introduced to the 7 underlying
principles of neuroscience pervasive in NL coaching, highlighted
in the book Neurolanguage Coaching – Brain friendly language
learning.
The new method/approach of “Neurolanguage coaching” has
been introduced by Rachel Marie Paling. This is a hybrid of both
method and approach, whereby it not only encompasses the
traditional principles of coaching within the language knowl-
edge transmission process, but it also incorporates aspects of
neuroscience and the ideal learning state according to neu-
roscience, in which this ideal learning state of the brain is ex-
plored through knowledge of the limbic system and how the
brain works. By fully understanding and acknowledging that no
two brains are alike, the neurolanguage coach then is able to
adapt to the individual coachee in front of him/her and is able
to recognize how that coachee can relate to, learn and commit
to long term memory the information that the language coach
is transmitting. Perhaps this is the first time in the pedagogy of
language that the learning process really focuses learner-centri-
cally on the individual´s capacity for learning, recognizing that
all brains are different and the neuroscientific principles under-
lying this process. The neurolanguage coach is trained to de-
liver a constant brain friendly approach which is non-directive,
non-threatening, abundantly empathetic, but provocative in
the sense that he/she will constantly be stimulating the learn-
er’s brain into language connections and insights throughout
the process. There may also be conversations to discover how
the learner learns best, and how he/she can connect language
learning to real life and to personal situations. The neurolan-
guage coach is skilled in the technique of chunking language
down, providing a safe learning environment and developing
spacing techniques for learning. Additionally, he/she is skilled
in getting the coachee to set own goals and actions for the
process, ensuring maximum ownership from the learner. Mo-
tivation and commitment conversations are essential, as well
as the awareness of “emotional triggers” which could hamper
learning and progress, so there are continuous coaching con-
versations that keep the brain in a calm learning state, whereby
even grammar is delivered through calm step by step coaching
conversations, so that the learner can quickly “normalise” the
language.
e:
info@efficientlanguagecoaching.com