Neurolinguistic approach to second- (or foreign-) language acquisition

The Neurolinguistic Approach (NLA) to acquiring a second or foreign language is a new paradigm for the teaching and learning of spoken communication skills. This new pedagogical approach was conceptualized by Claude Germain (Département de didactique des langues, Université du Québec à Montréal) and Joan Netten (Faculty of Education, Memorial University of Newfoundland) in the context of the emerging influence of the neurosciences on education. It is based primarily on the research of Michel Paradis (Institut des sciences cognitives, Université du Québec à Montréal), Nick Ellis (Centre for Complex Systems, University of Michigan, USA) and Norman Ségalowitz (TESOL Centre of Concordia University, Montréal), and is also influenced by the research on social interaction by Vygotsky.

Defining characteristic

The defining characteristic of the approach is the need to develop independently in the classroom the two components of effective communication: implicit competence, or the ability to use spontaneously an L2/FL, and explicit knowledge, a conscious awareness of how the language works, grammar rules, and vocabulary. This aspect of the approach is based on the research of Paradis (1994, 2004) and Nick Ellis (1997, 2010). Paradis’ research makes a clear distinction between explicit knowledge, or external grammar, which is the conscious knowledge about the L2/FL that is learned through noticing and explanations, and implicit competence, or internal grammar, that can only be acquired unconsciously through the use of the language in authentic situations of communication. Internal grammar is not composed of rules, but is a network of neuronal connections or pathways in the brain created by frequent (statistically significant) use of language structures (Paradis, Ellis). Paradis’ research further demonstrates that explicit knowledge (external grammar) is stored in the declarative memory, while implicit competence (internal grammar) represents a skill or habit, which is stored differently in the brain. According to Paradis, there is no direct connection between these two components. External grammar is taught relatively successfully in classrooms, but internal grammar is not. This is why regular SL/FL programs based on either a traditional or a communicative approach do not lead to the acquisition of spontaneous communication for most students.

Fundamental principles

NLA consists of five fundamental principles that have been elaborated by Germain and Netten to create the conditions necessary in a classroom for students to develop spontaneous communication in an L2/FL.

Acquisition of an internal grammar (implicit competence)

In order to create a classroom atmosphere where a limited number of structures of the language are used and re-used with sufficient frequency to begin the development of patterns or neuronal connections in the students’ procedural memory, each unit presents three or four functions of communication related to each other and to the unit topic. Each function is presented and used individually in several different situations to create short, personal conversations between the students. By the end of the unit the functions are combined to create a somewhat more complex discussion on the topic. Thus, oral language is learned in the context of a conversation. The importance of context for effective transfer to other situations has been confirmed by recent research in neurodidactics.

Use of a literacy perspective for teaching the L2/FL

Literacy is generally defined as being able to use language to interpret and understand the environment. A literacy perspective enables teachers to view language learning as developing habits rather than knowledge. In addition, it places a priority on oral development, a point of view that is confirmed by recent research in neurodidactics (Huc and Smith, 2008), and confirms the sequence of oral production before reading and writing. Texts used for reading, as well as the subjects for written compositions are on the same theme, and use the same structures as those already developed orally. Reading and writing are taught directly in the L2/FL, without any reference to translation. The strategies used are similar to those used in the mother tongue classroom for literacy development, but with modifications, such as a greater emphasis on oral preparation for reading and writing, that are required to develop literacy in an L2/FL classroom where students possess an internal grammar that is considerably more limited than that of students learning to read and write in their mother tongue. A literacy perspective also permits the introduction of external grammar, after oral use, and in a context (observation of points in reading text, use of points in writing paragraphs).

Use of a project-based pedagogy

In order to acquire an internal grammar, attention must be focused on a message rather than on the language, since internal grammar can only be acquired non-consciously, that is, without conscious attention to language forms. To facilitate the creation of meaningful situations and interesting, cognitively-demanding tasks for the students, curriculum units are organized in a sequence of mini-projects, and a related final project. Activities are not isolated, and require the involvement of the student, implicating other areas of the brain necessary for effective language learning (Paradis, Ellis). This organization also permits the use and re-use of the language structures in each unit, as well as enabling teachers to assist student learning through gradually increasing the difficulty of both tasks and language structures.

Use of authentic communicative situations

The ability to communicate spontaneously can only be developed by participating in authentic communication. It cannot be learned by controlled practice or memorized dialogues (R. Ellis, 2005); material that is learned in such a way is primarily focused on language forms and stored in the declarative memory. Also, it is not sufficiently contextualized to be available for use in actual communication. In addition, only authentic communication involves other centres in the brain that are needed for effective language acquisition to occur, such as those related to motivation (Paradis). All communication in the NLA classroom is authentic; teachers do not ask students questions that are not realistic, and student replies are always personalized. Communication is always in the L2/FL.

Use of interactive strategies

Interaction between students in the L2/FL is essential to develop an internal grammar and the capacity to communicate spontaneously. Interaction is encouraged by the use of five steps for teaching oral production, as well as the use of pair and small group activities throughout the units of instruction. Students are linguistically prepared beforehand using the structures needed for the tasks, but the interactions are authentic in that students express their own thoughts. In addition, several other specifically developed teaching strategies are used. Students are required to use full sentences when using new structures to aid in the construction of an internal grammar and in attaining fluent use of the L2/FL. Accuracy of the internal grammar is ensured by regular oral correction, and re-use of the corrected structures. Oral correction replaces the teaching of grammar rules in the development of an internal grammar.

There are currently two classroom applications of NLA: the intensive French program in Canada and a university level French program in China. The Intensive French program in Canada, which begins in grade 5 or 6 and continues to the end of high school, began in Newfoundland and Labrador in 1998. Since that time it has expanded to all provinces except Quebec, where there is Intensive English (a similar, but not, identical program as it is not based on the NLA). Over 45,700 students have participated in Intensive French in Canada since its inception. The program in China, for young adults, aged 19, is in one university (2012). Both these programs have been developed under the direction of the co-conceptors of NLA. Currently, other classroom applications of NLA are being developed in Canada by other professionals to teach certain First Nations’ languages in the Yukon, the Northwest Territories and Prince Edward Island, as well as in the Bay James area to teach English, French and Cree. Curriculum resources that conform to the principles of NLA can be adapted to teach communication skills in any second language.

See also

• Second-language acquisition
• Language-learning aptitude

References

• Ellis, N. (2011). How Languages are Learned. Conference given at Universié du Québec à Montréal, January 2011.
• Germain, C. & J. Netten (2012). Une pédagogie de la littératie spécifique à la L2 .Réflexions, Vol. 31, n.1, p. 17-18.
• Germain, C. & J. Netten (2011). Impact de la conception de l’acquisition d’une langue seconde ou étrangère sur la conception de la langue et de son enseignement. Synergies Chine, no 6, p. 25-36.
• Germain, C. & J. Netten (2005). Place et rôle de l’oral dans l’enseignement / apprentissage d’une L2, Babylonia, no 2, p. 7-10.
• Netten, J. & C. Germain (2011). Introduction, Guide Interprovincial . English Translation, 2012.
• Netten, J. & C. Germain (2007).Learning to communicate effectively through Intensive instruction in French. In Melinda Dooly and Diana Eastment (Eds.), “How we’re going about it”: Teachers Voices on Innovative Approaches to Teaching and Learning Languages. Cambridge Scholars Publishing, p. 31-41
• Netten, J. & C. Germain (2005). Pedagogy and second language learning: Lessons learned from Intensive French, Revue canadienne de linguistique appliquée / Canadian Journal of Applied Linguistics, no 8.2, p. 183-210.
• Paradis,M. (2009). Declarative and Procedural Determinants of Second Languages; Amsterdam/ Philadelphia: John Benjamins.
• Vygotsky, L.S.(1986). Thought and Language; Cambridge, Mass: The MIT Press.

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