Neurolinguistic Programming as a Conditioning Model for Language Teaching and Learning among Students and In Early Childhood Education: A Review

Citation: Chisunum Ifeanyichukwu Jeffrey (Ph.D) and Ugoma Israel OBEDJEMURHO (2024). Neurolinguistic Programming as a Conditioning Model for Language Teaching and Learning among Students and In Early Childhood Education: A Review. Yobe Journal of Language, Literature and Culture (YOJOLLAC), Vol. 12, Number 1. Department of African Languages and Linguistics, Yobe State University, Damaturu, Nigeria. ISSN 2449-0660

NEUROLINGUISTIC PROGRAMMING AS A CONDITIONING MODEL FOR LANGUAGE TEACHING AND LEARNING AMONG STUDENTS AND IN EARLY CHILDHOOD EDUCATION: A REVIEW

By

Chisunum Ifeanyichukwu JEFFREY (Ph.D)

Ugoma Israel OBEDJEMURHO

Abstract

This review paper examines the application of neurolinguistic programming (NLP) as a conditioning model in language teaching and learning, focusing on its effectiveness in early childhood education and among students. A comprehensive analysis of existing literature reveals the potential benefits of NLP in enhancing language acquisition, communication skills, and learner motivation. The neurolinguistic programming has specific methods to teach how to establish and maintain relationships. It is a form of communication and it is helpful when people communicate, think, remembers nonverbal signals, eye movement patterns and other unconscious behaviours among students and early childhood learners. It helps the language teacher through modeling, and exploring neurolinguistic programming (NLP) as a conditioning Model for Language Teaching and Learning. It investigates the effectiveness of NLP in enhancing language acquisition, communication skills, and learner motivation among students and in early childhood education. It further examines the theoretical foundations of NLP in language learning, analyzes the empirical evidence supporting NLP's effectiveness and provides recommendations for language educators and policymakers. From the findings that improved language acquisition through NLP enhances vocabulary, grammar, and pronunciation skills and that teachers should integrate NLP techniques and incorporate NLP strategies into language teaching practices.

Keywords: Neurolinguistic Programming, Conditioning Model, Language Teaching and Learning

1.0 Introduction

The neurolinguistic programming model provides a theoretical framework and a set of working principles for directing or guiding therapeutic change, but the principles of NLP have been applied in a variety of other fields, including management training, sports training communication sales and marketing and language teaching. Since NLP is a set of general communication techniques, NLP practitioners generally are required to take training in how to use the techniques in their respective fields. NLP was not developed with any applications to language teaching in mind. However, because the assumptions of NLP refer to attitudes to life, to people, and to self-discovery and awareness, it has had some appeal within language teaching to those interested in what we have called humanistic approaches that is, approaches that focus on developing one’s sense of self-actualization and self-awareness, as well as those who are drawn to what has been referred to as new age humanism.

1.1 Background of the Neurolinguistic Programming

Neurolinguistic programming (NLP) refers to a training philosophy and set of training techniques first developed by John Grindler and Richard Bandler in the mid-1970s as an alternative form of therapy. Grindler was a psychologist and Bandler, a student of linguistics, were interested in how people influence each other and in how the behaviours of very effective people could be duplicated. They were essentially interested in discovering how successful communicators achieve their success. They studied successful therapists and concluded that they “followed similar patterns in relating to their clients and in a language they, used and that they all held similar beliefs about themselves and what they were doing” (Revell and Norman 1997). Grindler and Bandler developed NLP as a system of techniques therapists could use in building rapport with clients, gathering information about their internal and external views of the world and helping them achieve goals and bring about personal change. They then sought to fill what they perceived to be a gap in psychological thinking and practice of the early 1970s by developing a series of step-by-step procedures that would enable people to improve themselves. It is also believed that NLP has many applications in the field of teaching that can assist teachers by coaching learners (Woolway & Harwood, 2015).

1.2 Neurolinguistic Programming Theory to Language and Learning

The name “Neurolinguistic Programming” might lead one to expect that it is based on the science of neurolinguistics and that it also draws on behaviorist theories of learning. However, in NLP neuro refers to beliefs about the brain and how it functions as the literature on NLP does not refer to theory or research in neurolinguistics. It is also important to note that linguistics has nothing to do with the fields of linguistics but refers to the theory of communication, one that tries to explain both verbal and non-verbal information processing. Programming refers to the observable patterns (referred to as “programmes”) of thought and behaviour. NLP practitioners claim to be able to deprogramme and programme clients’ behaviours with a precision close to computer programming. Learning effective behaviours is viewed as a problem of skill learning. It is dependent on moving from stages of controlled to automatic processing (D’connor and McDermott, 1996).

According to Woolway and Harwood (2015) their presented research work demonstrated the most effective models that promote the development of a foreign language and foreign language culture. Revel and Norman (1997) further offer the following explanation of the name neurolinguistic programming:-

The neuro part of NLP is concerned with how we experience the world through our five senses and represent it in our minds through our neurological process.

The linguistic part of NLP is concerned with the way the language we use shapes, as well as reflects our experience of the world to ourselves and embodies our beliefs about the world and life, for if we change the way we speak and think about things, we change our behaviour. We can also use language to help other people who want to change.

The programming part of NLP is concerned with training ourselves to think speak and act in new and positive ways to release our potential and reach those heights of achievement which we previously only dreamt of (Revel and Norman 1997).

Lorina, Teodor, Cornelia & Marin (2015) emphasized in their study that the key idea of NLP is that a person’s thoughts, movements and words are part of his perception of the world. By changing your view of the world, a person can improve their health and change the way they behave. Ramganesh and Paulrag (2016) further mentioned some techniques are used to change actions for specific goals. NLP teachers believe that a person can develop good habits on their own paying more attention to positive behaviour and eliminating negative ones. Positive changes come when someone repeats the behaviour and thoughts of successful people (method of modeling).

The theory also asserts that all sources necessary to achieve success are in the person himself. Shahmoradi, Nostratinia and Shangarffam (2018) depicted in their study that almost 70% of the communication picks up the subtle nuances of gestures, postures and other people’s expressions.

1.3 Key Principles of the Neurolinguistic Programming

Four key principles lie at the heart of NLP (O’connor & McDermott 1996; Revell & Norman 1997).

Outcomes: These are the goals or ends. NLP claims that knowing precisely what you want helps you achieve it. This principle can be expressed as “know what you want”.

Rapport: A factor that is essential for effective communication – maximizing similarities and minimizing differences between people at a non-conscious level. This principle can be expressed as “establish rapport with yourself and the others.”

Sensory activity: Noticing what another person is communicating, consciously and nonverbally. This can be expressed as “use your senses, look at, listen to and feel what is happening”.            

Flexibility: doing things differently if what you are doing is not working; it also implies having a range of skills to do something else or something different. This can be expressed as “keep changing what you do until you get what you want”.

Revell and Norman (1997) present thirteen presuppositions that guide the application of NLP in language learning and other fields. The idea is that these principles become part of the belief system of the teacher and shape the way teaching is conducted no matter what method the teacher is using:

Mind and body are interconnected. They are part of the same system and each affects the other.

The map is not the territory: we have different maps of the world.

There is no failure, only feedback and a renewed opportunity for success.

The map becomes the territory: What you believe to be true either is true or becomes true.

Knowing what you want helps you get it.

The resources we need are within us.

Communication is non-verbal as well as verbal.

The nonconscious mind is benevolent.

Communication is nonconscious as well as conscious.

All behaviour has a positive intention.

The meaning of my communication is the response I get.

Modeling excellent behaviour leads to excellence.

In any system, the element with the greatest flexibility will have the most influence on that system.

These points highlighted above help the teacher and the students in the teaching and learning of English through neurolinguistic programming.

1.4 Neurolinguistic Programming in Early Childhood Education

 Neurolinguistic Programming (NLP) is a technique that relies on your body language and your choice of words to get children to cooperate better in teaching and learning in early childhood. Neurolinguistic Programming can be used to help children settle down and avoid the need to raise one’s voice over the bustle of a busy classroom.

 In childcare, NLP is a way of using communication- both verbal (linguistic) and non-verbal (body movement) to create neural pathways that will help create healthy successful habits and thought processes through regular repetition. NLP is a tool for helping to improve personal excellence in teaching languages to early childhood students (Sorin 2011). NLP states that learning begins in the student’s frame of reference and thus it is important for teachers to increase their interpersonal skills and ability to recognize it. NLP establishing rapport is a helpful method to create a favorable teaching atmosphere and humanizing teaching is a way to improve students’ performance.

1.5 NLP for Language Teachers and Students

As indicated by Afit, Ulfatin, Kusmin-Tardo and Imron (2017) in their study, NLP is an effective tool that is utilized by language instruction for the provision of support to language learning, that is specifically used as the second language learning. Shahmoradi, Nostratinia and Shangarffam (2018) further mentioned that NLP is an effective tool that helps teachers in build and maintain good relationships with students and motivating them throughout the process of learning. NLP is an effective approach to learning and teaching that provides solutions to classroom-related issues and it helps in the improvement of the reading and writing skills of the learners. The learners should have a clear idea of their goals and they should be active in the learning process regarding what they are learning. In addition to this, learners should be flexible and they should be willing to adapt to the change in the behaviour and get what they want. NLP started with the interest of individuals on how they perform certain tasks and so should be used in teaching English as a foreign language (EFL). For proper teaching and learning Revell & Norman’s book (1997) further expatiates on NLP in English language teaching and seek to relate each of the 13 principles earlier mentioned to language teaching. For example, in discussing principle 7 communication is verbal as well as non-verbal, they discussed the kinds of non-verbal messages teachers consciously or unconsciously communicate to learners in the classroom. 

As noted earlier, modeling is also central to NLP practice. And just as Bandler and Grindler modeled NLP on the practices of successful therapists, so teachers of language are expected to model their teaching on expert teachers they most admire similarly, learners are expected to find successful models for that person they are striving to become.

What makes NLP language teachers different from other language teachers is that according to NLP, they seek to apply the 4 principles in their teaching and this leads to different responses to many classroom events and processes. For example, one of the four central principles of NLP centres on the need for “rapport”.

Rapport in meeting others in their world, trying to understand their needs, values and their culture and communicating in ways that are incongruent with those values. You don’t necessarily have to agree with their values, simply recognize that they have a right to them and work within their framework, not against it. (Rylatt and Lohan 1995).

Rylatt and Lohan gave the following examples of how a teacher might apply rapport in responding to the following statements from students.

I hate this stuff. It’s such a waste of time.

Everyone says that. It makes me sick

I can’t do it.

This is all theory.

In establishing rapport, the teacher could respond:

Is a part of you saying that you want to be sure your time is well spent. Who says that?

What, specifically, can’t you do?

Are you saying you want practical suggestions?

Furthermore, according to Zaharia, Reiner and Schutz (2015), the teacher can also make use of their personal experience for the NLP coaching to conceptualize the language for the learners. In addition to this, teachers can also help develop artificial contexts that are used as part of support in the classroom. Afit et al (2017) indicated in their study that the remarkable aspect is the way NLP techniques allow the teachers to develop the link between what learners see and what they know about their emotional state as well.

Nurutdinova, Perdiatkina, Zinatullina & Galeeva (2016) further stated that the linking criteria technique is used in NLP and the first step in the technique includes the identification of the highly-valued criteria of the students. Li (2018) also stated that every student has different criteria so students cannot be motivated similarly. Most of the time, the person can be identified by knowing what motivates him and the learning of NLP helps in linking to the learning goals of the students. NLP techniques include reframing, creating, rapport and anchoring that can be applied by both educators and learners in the language classes for the facilitation of the learning process. In addition, these types of techniques can also allow educators communicate effectively with the students and the promotion of a learning environment that can ultimately lead to effectiveness in learning.

1.6 Importance of NLP in the Classroom

In accordance with the study of Zaharia, et al (2015), NLP has a major role in the provision of the classroom instructions to the students and it is an effective approach to be used in EFL classroom settings and it can also be used for the achievement of the excellent performance.

NLP has also been integrated into the instructions of the classroom and it can also be written on the board and gestures can also be used in the delivery of these classroom instructions. It is also used to teach grammatical points and ideas.

Furthermore, Smernoff, Mitnik, Koloodner & Levi-ari (2015) also stated that it also guarantees the provision of basic learning and understanding to the students in the classroom, by the improvement of the communication skills of the students and making sure the equality in the learning process and environment. It is a good process that promotes the visualization of the students in the classroom.

As indicated by Blaskova, Metuska & Rosak-Szyrocka in Alroudhan Hayat (2018), visualization is one of the basic methods of increasing the efficiency of information transfer when learning a foreign language he noted that the ability to “see words with the eyes of the brain” is the key to academic success. This skill as advocated should be harnessed.

Ramganash and Paulraj (2016) also specified in their study that thinking activity, which is the interconnection of the sensory, emotional and logical, rational components of the process of reflecting reality is realized in the form of concepts, judgements, and inferences and expressed, and perceived through language. Sensual, emotional and physical are inextricably linked with the process of knowledge of the objective world and it is the source of information about reality, without which abstract, rational thinking is impossible. Lorina et al (2015) also explained in their study that the dynamics of the process of mastering a foreign language like English among students of technical specialties is linear, which is manifested in the growth of the success of assignments. The cognitive component predominates in the structure of attitudes toward a foreign language and its change reveals the correspondence to the dynamics of the process of mastering English and other foreign languages like French. Anaki, Goldenberg, Rosentelder and Harif (2016) further stated in Hayat (2018) that the structure of attitudes towards the Russian language is dominated by the emotional and functional aspects and in the first-year students this is primarily an emotional component and in the second-year students, it is functional. Learning especially a foreign language, he maintains is basically a processing perception and assimilation of the proposed information.

1.7 Findings:

1. Improved language acquisition: NLP enhances vocabulary, grammar, and pronunciation skills.

2. Enhanced communication skills: NLP increases fluency, confidence, and interaction among learners.

3. Increased learner motivation: NLP boosts engagement, interest, and self-efficacy.

4. Effective teacher training: NLP training improves teacher confidence and instructional effectiveness.

5. Personalized learning: NLP accommodates individual learning styles and needs.

However, It is further revealed that there is limited empirical evidence as few studies provide quantitative data supporting NLP's effectiveness and there is also criticism of NLP's theoretical basis as some researchers question NLP's scientific validity.

1.8 Implications for Practice:

From the findings of this review research paper it is further suggested that:

1. Teachers should integrate NLP techniques and incorporate NLP strategies into language teaching practices.

2. Teacher training be provided in NLP training for language educators and personalized instruction be used in NLP to accommodate individual learner needs.

1.9 Conclusion

NLP is not a language teaching method but it consists of a set of techniques for teaching a language based on theories and assumptions at the levels of an approach and design. Rather it is a humanistic philosophy and a set of beliefs and suggestions based on popular psychology, designed to convince people that they have the power to control their own and other people’s lives for the better, and practical prescriptions on how to do so. NLP practitioners believe that if language teachers adopt and use the principles of NLP, they will become more effective teachers.

Here are possible findings of the review study on Neurolinguistic Programming (NLP) as a conditioning model for language teaching and learning:

2.0 Suggestions

For this theoretical study, the following suggestions are made:-

In connection with the progressive development of society in recent years, there has been an increasing interest in a foreign language. The desire to study English or French is due to many reasons. One of which is the desire to travel around the world, to enrich their knowledge in communication with representatives of various countries and cultures. English is considered the most popular foreign language spoken by most of the world’s population. Therefore, it is not by chance that it is one of the languages studied in all institutions and it must be learned very well with the ability to write and speak it.

Secondly, the NLP process helps the students in taking care of their needs with the help of forming notions and ideas that have impact on the designs for effective design and use of learning materials, as it is easily adaptable to any language teaching and learning process.

The NLP is also referred to as a quasi-science and it is also criticized on the basis of lack of empirical studies. It is suggested that more studies should be carried out on NLP to broaden and spread its usage among teachers of languages.

Finally, it is suggested that neurolinguistic programming should be focused on all aspects of teaching and learning of English for a greater reading ability of learners of the language. In the same vein, audit and visual materials should be provided by the government and other foreign donor agencies to improve the teaching of the English language and French as foreign languages.

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