Cambridge Books Online

http://ebooks.cambridge.org/

Approaches and Methods in Language Teaching

Jack C. Richards, Theodore S. Rodgers

Book DOI: http://dx.doi.org/10.1017/CBO9780511667305

Online ISBN: 9780511667305

Hardback ISBN: 9780521803656

Paperback ISBN: 9780521008433

Chapter

11 - Neurolinguistic Programming pp. 125-131

Chapter DOI: http://dx.doi.org/10.1017/CBO9780511667305.014

Cambridge University Press

11 Neurolinguistic Programming

Background
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 (a
psychologist) and Bandler (a student of linguistics) were interested in how
people influence each other and in how the behaviors of very effective
people could be duplicated. They were essentially interested in discover-
ing how successful communicators achieved their success. They studied
successful therapists and concluded that they “followed similar patterns
in relating to their clients and in the language they used, and that they all
held similar beliefs about themselves and what they were doing” (Revell
and Norman 1997: 14). Grindler and Bandler developed NLP as a system
of techniques therapists could use in building rapport with clients, gather-
ing information about their internal and external views of the world, and
helping them achieve goals and bring about personal change. They
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:
NLP is . . . a collection of techniques, patterns, and strategies for assisting
effective communication, personal growth and change, and learning. It is
based on a series of underlying assumptions about how the mind works and
how people act and interact. (Revell and Norman 1997: 14)

The NLP 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 manage-
ment training, sports training, communications sales and marketing, and
language teaching. Since NLP is a set of general communication tech-
niques, 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 teach-
ing to those interested in what we have called humanistic approaches –
125

Downloaded from Cambridge Books Online by IP 159.148.144.166 on Fri Nov 13 08:47:42 GMT 2015.
http://dx.doi.org/10.1017/CBO9780511667305.014
Cambridge Books Online © Cambridge University Press, 2015
Alternative approaches and methods

that is, approaches that focus on developing one’s sense of self-

actualization and self-awareness, as well as to those drawn to what has
been referred to as New Age Humanism.

Approach: Theory of 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 (see Chapter 4). However, in NLP neuro
refers to beliefs about the brain and how it functions: The literature on
NLP does not refer to theory or research in neurolinguistics. In fact,
research plays virtually no role in NLP. Linguistic has nothing to do with
the field of linguistics but refers to a theory of communication, one that
tries to explain both verbal and nonverbal information processing. Pro-
gramming refers to observable patterns (referred to as “programs”) of
thought and behavior. NLP practitioners claim to be able to deprogram
and program clients’ behaviors with a precision close to computer pro-
gramming. Learning effective behaviors is viewed as a problem of skill
learning: It is dependent on moving from stages of controlled to auto-
matic processing (O’Connor and McDermott 1996: 6). Modeling is also
central to NLP views on learning:
Modeling a skill means finding out about it, and the beliefs and values that
enable them to do it. You can also model emotions, experiences, beliefs and
values. . . . Modeling successful performance leads to excellence. If one person
can do something it is possible to model and teach others how to do it.
(O’Connor and McDermott 1996: 71)

Revell and Norman offer the following explanation of the name:

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
processes.
The linguistic part of NLP is concerned with the way the language we use
shapes, as well as reflects, our experience of the world. We use language – in
thought as well as in speech – to represent the world to ourselves and to em-
body our beliefs about the world and about life. If we change the way we
speak and think about things, we can change our behavior. 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 in order to release our poten-
tial and reach those heights of achievement which we previously only dreamt
of. (Revell and Norman 1997: 14)

126

Downloaded from Cambridge Books Online by IP 159.148.144.166 on Fri Nov 13 08:47:42 GMT 2015.
http://dx.doi.org/10.1017/CBO9780511667305.014
Cambridge Books Online © Cambridge University Press, 2015
 Neurolinguistic Programming

Design: Objectives, syllabus, learning activities, roles of

learners, teachers, and materials
Four key principles lie at the heart of NLP (O’Connor and McDermott
1996; Revell and Norman 1997).

1. Outcomes: 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.”
2. Rapport: a factor that is essential for effective communication –
maximizing similarities and minimizing differences between people at
a nonconscious level. This principle can be expressed as “Establish
rapport with yourself and then with others.”
3. Sensory acuity: noticing what another person is communicating, con-
sciously and nonverbally. This can be expressed as “Use your senses.
Look at, listen to, and feel what is actually happening.”
4. Flexibility: doing things differently if what you are doing is not work-
ing: 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:

1. Mind and body are interconnected: They are parts of the same sys-
tem, and each affects the other.
2. The map is not the territory: We all have different maps of the world.
3. There is no failure, only feedback . . . and a renewed opportunity for
success.
4. The map becomes the territory: What you believe to be true either is
true or becomes true.
5. Knowing what you want helps you get it.
6. The resources we need are within us.
7. Communication is nonverbal as well as verbal.
8. The nonconscious mind is benevolent.
9. Communication is nonconscious as well as conscious.
10. All behavior has a positive intention.
11. The meaning of my communication is the response I get.
12. Modeling excellent behavior leads to excellence.
13. In any system, the element with the greatest flexibility will have the
most influence on that system.
127

Downloaded from Cambridge Books Online by IP 159.148.144.166 on Fri Nov 13 08:47:42 GMT 2015.
http://dx.doi.org/10.1017/CBO9780511667305.014
Cambridge Books Online © Cambridge University Press, 2015
Alternative approaches and methods

Revell and Norman’s book (1997) on NLP in English-language teach-

ing seeks to relate each of these principles to language teaching. For
example, in discussing principle 7 – “Communication is nonverbal as
well as verbal” – they discuss the kinds of nonverbal messages teachers
consciously or unconsciously communicate to learners in the classroom.
As noted earlier, modeling is also central to NLP practice. Just as
Bandler and Grinder modeled NLP on the practices of successful thera-
pists, so teachers are expected to model their teaching on expert teachers
they most admire. Similarly, learners are expected to find successful
models for that person they themselves are striving to become:
If you want to be an excellent teacher, model excellent teachers. Look at that
they do, how they act, what sort of relationship they have with their students
and colleagues. Ask then how they feel about what they do. What are their be-
liefs? Second, position them. Imagine what it’s like to be them. As you learn
techniques and strategies, put them into practice. Share modeling strategies
with students. Set the project of modeling good learners. Encourage them to
share and try out strategies they learn. If you want to speak a language like a
native speaker, model native speakers. (Revell and Norman 1997: 116)

What do NLP language teachers do that make them different from

other language teachers? According to NLP, they seek to apply the princi-
ples in their teaching and this leads to different responses to many class-
room events and processes. For example, one of the four central princi-
ples of NLP centers on the need for “rapport”:
Rapport is meeting others in their world, trying to understand their needs,
their values and their culture and communicating in ways that are congruent
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: 121)

Rylatt and Lohan give the following example of how a teacher might
apply rapport in responding to the following statements from students:
a) I hate this stuff. It’s such a waste of time.
b) Everyone says that. It makes me sick.
c) I can’t do it.
d) This is all theory.
In establishing rapport, the teacher could respond:
a) Is a part of you saying that you want to be sure your time is well spent
today?
b) Who says that?
c) What, specifically, can’t you do?
d) Are you saying you want practical suggestions?
128

Downloaded from Cambridge Books Online by IP 159.148.144.166 on Fri Nov 13 08:47:42 GMT 2015.
http://dx.doi.org/10.1017/CBO9780511667305.014
Cambridge Books Online © Cambridge University Press, 2015
 Neurolinguistic Programming

Likewise, principle 10 above – “All behavior has a positive intention” –

would lead the teacher to seek for a positive intent in the following
situations:
a) A learner disagrees strongly with the teacher.
b) A student frequently comes late to class.
c) A student seeks to dominate discussions.
The possible positive intents here could be:
a) wanting to have expertise acknowledged
b) having other important priorities
c) needing to vocalize thoughts in order to internalize them

Procedure
NLP principles can be applied to the teaching of all aspects of language,
according to Revell and Norman. For example, the following suggested
lesson sequence is “to help students become aware at a feeling level of the
conceptual meaning of a grammatical structure.” The primary focus of
the sequence is awareness (and, indeed, production) of instances of the
present perfect in English. The lesson begins with a guided fantasy of
eating a food item and then reflecting on the experience.
1. Students are told that they are going on an “inner grammatical expe-
rience as you eat a biscuit.”
2. Check that they understand vocabulary of the experience (smell,
taste, chew, swallow, bite, lick, etc.).
3. Students are asked to relax, close their eyes, and “go inside.” Once
“inside,” they listen to the teacher-produced fantasy, which is given
as the following:
4. (An abbreviated version of the teacher text) “Imagine a biscuit. A
delicious biscuit. The sort you really like. Pick it up and look at it
closely. Notice how crisp and fresh it is. Smell it. Notice how your
mouth is beginning to water. In a moment you are going to eat the
biscuit. Say the words to yourself: ‘I am going to eat this biscuit.’
“Slowly chew the biscuit and notice how delicious it tastes on your
tongue and in your mouth. . . . Say the words to yourself, ‘I’m really
enjoying eating this biscuit.’
“Take another bite. Chew it. Taste it. Enjoy it. . . . And then swal-
low. Lick your lips, move your tongue all around the inside of your
mouth to catch any last bits of biscuit, and swallow them.
“Notice how you feel now. Notice the taste in your mouth. Notice
how your stomach feels with a biscuit inside it. Notice how you feel
emotionally. You have eaten a biscuit. Say the words to yourself, ‘I’ve
eaten a biscuit.’
129

Downloaded from Cambridge Books Online by IP 159.148.144.166 on Fri Nov 13 08:47:42 GMT 2015.
http://dx.doi.org/10.1017/CBO9780511667305.014
Cambridge Books Online © Cambridge University Press, 2015
Alternative approaches and methods

“How are you feeling now? Think of the words to describe how
you are feeling now. Take a deep breath and gently come back to the
room, bringing the feeling with you. Open your eyes.”
5. Ask the students to describe how they are feeling now – “the feeling
of the present perfect.” Listen for any statements that link the past
experience of eating the biscuit with their present feelings (e.g., “I
feel full,” “I’m not hungry anymore,” “I’ve got a nice taste in my
mouth,” “I feel fat”).
6. Ask them to say again the sentence that describes the cause of the
way they feel (“I’ve eaten a biscuit”).
7. Put a large piece of paper on the wall with the words “I’ve eaten a
biscuit” at the top. Have students write how they feel underneath.
8. On other pieces of paper, write sentences such as: I’ve painted a
picture. I’ve had a row with my boy/girlfriend. I’ve finished my
homework. I’ve cleaned my teeth.
9. Ask students to stand in front of each sentence, close their eyes, and
strongly imagine what they have done in order to be saying that
sentence now.
10. Students write on the paper how they feel now about these sentences.
11. Leave the papers on the wall as a reminder of the feeling link to the
grammatical structure.
12. As follow-up, contrast the feeling of the present perfect with the
feeling of the simple past. Ask students to remember the things they
did in the last lesson (“I ate a biscuit”). Ask them to close their eyes
and notice how they are feeling now. Contrast this feeling with the
feeling they remember from the last lesson and which they wrote
down on the papers.
13. Ask them to say the sentence “Yesterday, I ate a biscuit.”
14. Discuss the comparison between the feelings (“I remember the taste,
but I can’t actually taste it”).
15. You can do similar exercises to exemplify other tenses using different
tastes and sensory experiences.
(Adapted from Revell and Norman 1999)

Conclusion
NLP is not a language teaching method. It does not consist of a set of
techniques for teaching a language based on theories and assumptions at
the levels of an approach and a design. Rather, it is a humanistic philoso-
phy 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
130

Downloaded from Cambridge Books Online by IP 159.148.144.166 on Fri Nov 13 08:47:42 GMT 2015.
http://dx.doi.org/10.1017/CBO9780511667305.014
Cambridge Books Online © Cambridge University Press, 2015
 Neurolinguistic Programming

and use the principles of NLP, they will become more effective teachers.
Workshops on NLP are hence typically short on theory and research to
justify its claims and strong on creating positive expectations, bonding,
and enthusiasm. As Revell and Norman comment, the assumptions on
which NLP are based “need not be accepted as the absolute truth, but
acting as if they were true can make a world of difference in your life and
in your teaching” (1997: 15). In language teaching, the appeal of NLP to
some teachers stems from the fact that it offers a set of humanistic princi-
ples that provide either a new justification for well-known techniques
from the communicative or humanistic repertoire or a different interpre-
tation of the role of the teacher and the learner, one in harmony with
many learner-centered, person-centered views.

Bibliography and further reading

Bandler, R. 1985. Using Your Brain for a Change. Moab, Utah: Real People
Press.
Bandler, R., and J. Grinder. 1982. Reframing: NLP and the Transformation of
Meaning. Utah: Real People Press.
Betts, N. 1988. Neuro-Linguistic Programming: The new eclectic therapy. ERIC
Document ED300711.
Grinder, M. 1991. Righting the Educational Conveyor Belt. Portland, Oreg.:
Metamorphosis Press.
O’Connor, J., and I. McDermott. 1996. Principles of NLP. London: Thorsons.
O’Connor, J., and J. Seymour. 1993. Introducing Neuro-Linguistic Program-
ming. Mandala: HarperCollins. rev ed. London: Aquarian/Thorsons, 1993.
Patridge, S. 1985. Neuro-Linguistic Programming: A discussion of why and how.
ERIC Document ED265925.
Revell, J., and S. Norman. 1997. In Your Hands: NLP in ELT. London: Saffire
Press.
Revell, J., and S. Norman. 1999. Handing Over: NLP-Based Activities for Lan-
guage Learning. London: Saffire Press.
Rylatt, A., and K. Lohan. 1995. Creating Training Miracles. Sydney: Prentice
Hall.
Turner, C., and P. Andrews. 1994. One to one: Interpersonal skills for managers.
ERIC Document ED375759.

131

Downloaded from Cambridge Books Online by IP 159.148.144.166 on Fri Nov 13 08:47:42 GMT 2015.
http://dx.doi.org/10.1017/CBO9780511667305.014
Cambridge Books Online © Cambridge University Press, 2015