Neurolanguage coaching can be considerd as the magic pot where all the teaching/learning approaches melt in a smoother way to be easily absorbed by the brain. It is developed by Rachel Paling in 2012.
Introduction
The first question that we should ask ourselves as MSA teachers is whether MSA is an L1 or L2. If it is an L1, we should not bother overthinking of better methods and techniques to teach it for the following reasons:
L1 acquisition is natural. It takes place without formal instruction.
It is easily learned. We just need to be exposed to much input to learn it. Eventually, all L1 learners reach the same attainment level. All of them can fully master the language.
However, for an L2 to be learned, it should be taught, it takes much more effort. Adding to input, other variables such as socio-affective and cognitive variables can interfere, which results in different attainment levels. That is, some succeed, others might not, which is the case of MSA in our schools.
In a study conducted by Jabeur (2020) comparing teens’ attitudes, (results on PPT). Other linguists such as Daoud and Maamouri admitted in their articles Language situation in Tunisia and language education and development: Arabic Diglossia and its impact on the quality of education in the Arab region that MSA is an L2 .
However, MSA is still considered as Arabic speakers’ first language despite the fact it is not the first language that children learn at home. This denial, especially in academic contexts, leads to learners’ negative attitudes towards learning MSA.
Today, I would like to present to you the Neurolanguage coaching to language teaching. Actually, this term was newly coined by Rachel Paling in 2012. First, what is Neurolanguage Coaching® (NLC)? It is a combination of principles issued from coaching and neuroscience applied to communicative language teaching.
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.
Here is the link to the PowerPoint presentation, which includes how I teach my emergent and beginning literacy learners and a story I created for them.
Introduction
The first question that we should ask ourselves as MSA teachers is whether MSA is an L1 or L2. If it is an L1, we should not bother overthinking of better methods and techniques to teach it for the following reasons:
L1 acquisition is natural. It takes place without formal instruction.
It is easily learned. We just need to be exposed to much input to learn it. Eventually, all L1 learners reach the same attainment level. All of them can fully master the language.
However, for an L2 to be learned, it should be taught, it takes much more effort. Adding to input, other variables such as socio-affective and cognitive variables can interfere, which results in different attainment levels. That is, some succeed, others might not, which is the case of MSA in our schools.
In a study conducted by Jabeur (2020) comparing teens’ attitudes, (results on PPT). Other linguists such as Daoud and Maamouri admitted in their articles Language situation in Tunisia and language education and development: Arabic Diglossia and its impact on the quality of education in the Arab region that MSA is an L2 .
However, MSA is still considered as Arabic speakers’ first language despite the fact it is not the first language that children learn at home. This denial, especially in academic contexts, leads to learners’ negative attitudes towards learning MSA.
Today, I would like to present to you the Neurolanguage coaching to language teaching. Actually, this term was newly coined by Rachel Paling in 2012. First, what is Neurolanguage Coaching® (NLC)? It is a combination of principles issued from coaching and neuroscience applied to communicative language teaching.
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.
Here is the link to the PowerPoint presentation, which includes how I teach my emergent and beginning literacy learners and a story I created for them.
This is brief introduction to Education ! my short presentation for the newly joined teachers in Agriculture College ! It is very basic, so suggtestions are welcomed !!!!
The ENGLISH TEACHER - the NEUROPLASTICIAN in the classroomMioara Iacob
Teaching aims to help language students master all four skills. Despite the effort and the multitude of techniques, some students seem to be still struggling with learning fast and using the language accurately. Can the brain-based approach to teaching languages be used to drive better academic results and give us hope to make our students smarter? Studies show that training the brain how to process information in a more efficient manner will boost results. Let’s move from brain walking to brain jogging by adding a new dimension: “knowing about knowing”.
Different teaching methods.Lecture method,discussion method,inductive and deductive method and its difference.
types of teaching,who is a teacher,animation cartoon ,film,expressions,drama,
This is brief introduction to Education ! my short presentation for the newly joined teachers in Agriculture College ! It is very basic, so suggtestions are welcomed !!!!
The ENGLISH TEACHER - the NEUROPLASTICIAN in the classroomMioara Iacob
Teaching aims to help language students master all four skills. Despite the effort and the multitude of techniques, some students seem to be still struggling with learning fast and using the language accurately. Can the brain-based approach to teaching languages be used to drive better academic results and give us hope to make our students smarter? Studies show that training the brain how to process information in a more efficient manner will boost results. Let’s move from brain walking to brain jogging by adding a new dimension: “knowing about knowing”.
Different teaching methods.Lecture method,discussion method,inductive and deductive method and its difference.
types of teaching,who is a teacher,animation cartoon ,film,expressions,drama,
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction.
It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy.
One PPT will be uploaded each week (Sunday) Teaching Theories.
Pieces of information mentioned in these slides are adopted from
https://nios.ac.in/media/documents/dled/Block1_502.pdf
This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction.
It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy.
One PPT will be uploaded each week (Sunday) Teaching Theories.
Pieces of information mentioned in these slides are adopted from
https://nios.ac.in/media/documents/dled/Block1_502.pdf
The world has undergone a tremendous change: we moved from letters to emails, from old-fashioned phone boxes to smart phones, from brochures to websites , from attending seminars to attending webinars, etc. and the most tremendous change is moving from face-to-face socializing to social networking.
Everyone nowadays has joined social network in a way or another. Some are on FB; others are on Twitter. Others are still on the email stage. Others have FB accounts, Twitters, YouTube accounts, blogs, Flicker accounts, Instagram accounts and the list is still going on.
Although the majority of us do think that social media tools are an indispensable part of society, and these tools are here to stay. Just a few would think of including them in their teaching. According to Cavazza (2012), the advent of smartphones, tablet computers and on campus WiFi means that students are always connected, sharing, publishing, playing and networking. Therefore, if we don't like to appear in the image of archaic teacher and if we like to be on speaking terms with the the social media generation, we should resort to what appeals to them 'social networks'
Our job is to show students how social media can be used to achieve learning as many of them are not aware of the pedagogical value of these tools. The main goal of a FL teacher is to hold learners’ motivation, interest and focus during his/her lessons, which is believed to be the first step of guaranteeing successful learning. Thus, we should take advantage of this tremendous technological revolutions to meet our aims.
My presentation is entitled “Using Smart Boards in EFL Classrooms: Benefits and Limitations”. It is divided into seven sections which are (1) Introduction (2) ICT Tools (3) Rationale for this presentation (4) Defining « smart boards » (5) Introducing the Present Study i.e., its Aim, its Setting, its Participants, its Research Hypotheses, its Instrument, and The Results obtained. Then, a Summary of Results and Discussion was presented. What follows are the Limitations and Implications. A final takeaway message was the concluding point.
With the prevalence of technology in every domain of human life, the advent of ICT tools in EFL classrooms becomes a requisite. Therefore, the old debate whether ICT should be used in EFL classrooms or not is no longer relevant. It is illogical to teach the IPad and smartphone generation with outdated methods.
Introduction
My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let's start with a theoretical background to put this presentation in context.
Theoretical background
Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts.
Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system.
So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT).
CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners’ needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process.
I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom.
Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey.
As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher's objective can differ from the curriculum developers' objectives, which was my case while teaching my Turkish eight grade students.
Integrating Incoming Information into Discourse Model in Tunisian ArabicDr. Marwa Mekni-Toujani
There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, & Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman & Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon & Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith & O’Brien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers’ sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA?
As teachers, we always seek what brings both vibrancy and benefits to our students. A new twist or a revised technique could add freshness and facilitate learning in our classes. That is why we attend conferences such as TESOL Arabia. I guess everyone attending this conference including myself is looking for some innovative techniques to apply or to see how an outdated technique is revisited. Accordingly, I would like to share with you some of the learning materials that proved to be somehow successful in my advanced communication classes. Sharing these ideas with you could enrich your future classes and your feedback will certainly enrich my future classes. Without further do, I will begin with sharing my teaching as well as my institution teaching perspective, then I will move to the implemented activities and the students’ feedback to see if the aims set have been accomplished and I will conclude with the lessons that I have learnt.
1. This presentation aims at highlighting available resources that help PhD researchers collect their own data, analyze it and report it in spite of the different problems they encounter (e.g., scarcity of resources available, absence of funding, etc.). It concludes with providing some advice to enrich academic research.
2. If you google “a PhD thesis”, you will find a plethora of books and resources on how to write a PhD. Here are some examples.
3. The majority of them basically focus on the PhD research life cycle. They present pieces of advice on research topic choice, research design i.e., needed equipment, materials, procedure to be followed, how to carry out research how to sample, how to implement quantitative and qualitative techniques, how to collect data, how to analyze it, how to draw charts, tables, how to interpret results and come up with new interpretations, and how to prepare the PhD viva. However, they do not focus on the principal agent who is the PhD researcher.
4. Therefore, by analogy, we can talk about the PhD Researcher life cycle. Actually, as PhD candidates we start as dreamers. After convincing our supervisors by our topic and after being accepted by the doctoral committee, we are illuded by the idea that we have a clear direct path to go from our research topic to our final dissertation. Life is rosy and no clouds on the horizon. Yet, our path is not as straight as we expected, it is full of slopes and bumps and we end up in the lost phase. Lack of resources, technical problems, statistical problems, etc makes the PhD researcher journey gloomy. The cycle ends up by the achiever phase. We have 4 steps in this phase. The first step is finishing the first draft. The Second step is submitting the thesis. The thirst step is the oral presentation and the last one is when you are officially declared as a doctor. However, the movement from lost to achiever is not rapid and smooth if the PhD candidate does not develop a problem-solving attitude characterized by autonomy and collaboration. The lost phase should not be so long if we move quickly to the problem-solver stage.In this presentation, I will reveal some of the techniques that I have personally found effective during my journey.
5. Those techniques are the toolbox of an effective problem-solver PhD researcher. In this toolbox, we find an effective study plan. Because we have 3 to 4 years, we can divide them as the following first year reading and taking notes, second year designing and implementing the research as well as analyzing data. The third year and probably the fourth year should be devoted to writing.
11. We should look at PhD research as science production. Our researches are the building bricks of scientific development which aims at improving our world and benefiting others . We should cooperate to reach such end. Thus, both collaboration and autonomy lead us to achieving our final goals.
This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Presented by
Marwa Mekni Toujani
PhD candidate
marwaISLT@gmail.com
HIGHER INSTITUTE OF LANGUAGES, TUNIS
From 4 to 6 November
2016
Tunis, Tunisia
Neurolanguage Coaching®:Transforming Language
Learning
ELT
TATE 4th International Conference & Exhibition
2. Birth of Neurolanguage Coaching®
This term was coined by Rachel
Paling in 2012.
®Rachel Paling
2
3. What is Neurolanguage Coaching®?
Neuroscience Coaching
Language
teaching
Neurolanguage
coaching
®Rachel Paling
3
8. Shutting off Teachers’ Internal Brains
What is your brain – as a teacher – is doing while you are listening to
your learners?
Do you tolerate silence?
®Rachel Paling
8
10. Brain-friendly Conversations
Do you ask multiple questions at the same time?
Do you reflect on your questions?
Do you use many « WHY » questions?
®Rachel Paling
10
12. 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
12
®Rachel Paling
13. Useful References
Efficient Language Coaching™
https://www.youtube.com/channel/UCbTKtM8K1_Af0gKPudhh3tQ?spf
reload=10
http://www.efficientlanguagecoaching.com
®Rachel Paling
13