FL learning differs from Second Language (SL) learning as FL is hardly used outside the classroom context. Therefore, the classroom constitutes the main environment where FL learning either flourishes or perishes. A lot of factors co-interact in this classroom environment. For instance, equipment, textbooks, language learning policy, teachers and learners influence the success or failure of FL learning. In technical colleges, mastering the English language has really occupied the education policy makers. This results in a series of educational changes ranging from increasing the number of English teaching hours, rectifying textbooks, to varying teaching methods, etc. Still, such reforms have not really improved English learning because they have not remarkably stressed the stakeholders of the FL learning who are teachers and learners. In this presentation, I will argue that building a good teacher-student rapport and developing brain-based coaching enhance English learning and introduce learners to the world of "English passion" in technical institutions. Thus, the goal of this presentation is twofold. First, it will present some techniques to build a good teacher-student rapport. Second, it will introduce the main principles of "Neurolanguage Coaching™" which are mainly brain-friendly learning and coaching principles. Keywords: Neurolanguage Coaching™, teacher-student rapport, vocational institutions, stakeholders of the FL learning, educational changes.

1. Presented by
Marwa Mekni Toujani
PhD candidate, ESL Instructor
marwaISLT@gmail.com
Buraydah Laureate Voacational Saudi Arabia (BLVSA)
21-23 March 2019
Dubai, The UAE
Rethinking English Learning/Teaching in
Vocational Colleges

2. INTRODUCTION
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3. TRADITIONAL APPROACHES VS.
NEUROLANGUAGE COACHING®
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4. BIRTH OF NEUROLANGUAGE COACHING®
 This term was coined by Rachel
Paling in 2012.
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5. WHAT IS NEUROLANGUAGE
COACHING®?
Neurolanguage
Coaching
Neuroscience
Coaching
Communicative
Language Teaching
5

6. PRINCIPLES OF COACHING
• Attention
• Motivation
• Empathy
• Trust
• Socio-cultural contexts
Comfortable and
positive atmosphere
• Active Listening
• Powerful questions
• Practice
• Goal-setting
Active Learning
• Paced learning
• Acknowledgement
Adaptation and
feedback
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7. PRINCIPLES OF NEUROSCIENCE
• Capacity
• Attention
• Learning cycle
Brain mechanisms
• Brain connections
• The limbic system
Brain systems
• Prior Knowledge
• Visuals
Brain-friendly
atmosphere
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8. THE LEARNING CYCLE
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9. NEUROLANGUAGE COACHING® INTO
ACTION: TEACHING STYLE
Shutting off teachers’ internal brain
• while you are listening to your learners
• silence
Coaching conversations
• Reformulation
• Asking for clarification
Brain-friendly Conversations
• No multiple questions at the same time
• No « WHY » questions
• More open-ended questions
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10. NEUROLANGUAGE COACHING® IN
PRACTICE: BUILDING GOOD RAPPORT
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11. NEUROLANGUAGE COACHING® IN
PRACTICE: GOOD RAPPORT
Good
Rapport
Be
professional
Be
approachable
Be specific &
caring
Be positive
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12. PRACTICE: GOOD RAPPORT: BE PROFESSIONAL.
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13. NEUROLANGUAGE COACHING® IN PRACTICE: GOOD RAPPORT: BE
APPROACHABLE.
13

14. NEUROLANGUAGE COACHING® IN PRACTICE: GOOD
RAPPORT: BE APPROACHABLE.
14

15. NEUROLANGUAGE COACHING® IN PRACTICE: GOOD RAPPORT: BE
APPROACHABLE.
15

16. NEUROLANGUAGE COACHING® IN PRACTICE: GOOD RAPPORT: BE
SPECIFIC.
16

17. NEUROLANGUAGE COACHING® IN PRACTICE: GOOD RAPPORT: BE
POSITIVE.

18. TAKEAWAY MESSAGES
 Neurolanguage Coaching® can be considerd as the
melting pot where all teaching/learning approaches melt
in a brain-friendly way.
 The aim behind Neurolanguage Coaching® is to
transform the brain for its mere thinking state to its
performing state in order to achieve what football
coaches normally aspire to which is winning the match.
 Learners better learn in a comfortable, zero-threat, highly
motivating and positive atmosphere.
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19. CONCLUSION
 “I never teach my pupils; I only attempt to provide
the conditions in which they can learn.”
— Albert Einstein
 “Each person holds so much power within
themselves that needs to be let out. Sometimes
they just need a little nudge, a little direction, a little
support, and the greatest things can happen.”
-Pete Carroll
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20. USEFUL REFERENCES
 Efficient Language Coaching™
 https://www.youtube.com/channel/UCbTKtM8K1_Af0gKPudhh
3tQ?spfreload=10
 http://www.efficientlanguagecoaching.com
 Good Rapport
 https://www.teflcourse.net/blog/category/teflinformation/
 http://www.theindependentbd.com/arcprint/details/67805/2016-
11-11
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