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The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
How the Female Moose Lost Her Antlers
To help learners listen attentively during the story, pre-teach some of the nouns, verbs and possibly phrases such as "a long time ago." Below are some ideas on how to do that.
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Print a copy of the images provided below. The cards that have a blue border represent verbs and the cards that have a pink border represent nouns.
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Print a copy for chart that has a thumbnail image of each of the nouns and verbs and determine ahead of time what words you’re going to use that match up with what the learners will hear within the story.
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Assign each learner or group of learners one or two of the nouns and verbs.
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If you’re able, read the story that’s provided in English and re-tell it in your language.
Start with the shorter version of the story.
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When the learner hears the word they have been given, they need to hold up the image.
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Ask children to swap images and tell the story again, perhaps this time emphasizing different parts.
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As students become comfortable with one or two words or phrases to listen for, print a small copy of all the images for each learner or pair of learners, to determine if they can listen for all the verbs and nouns provided.
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For phrases such as "a long time ago," use gestures and have students repeat the phrase after you.
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Use the puppets provided to show how the cow moose
and the bull moose both had horns and they could take
the horns off just like hats. Take the horns off and put
them back on as you repeat the phrase. Have students
say the phrase with you.
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Ask students to sequence the images when they hear the words.
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As they get comfortable perhaps tell the longer version of the story.
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Have students act out the verbs. For example, when a big sucker fish was swimming in the water – have the students pretend to swim and practice the phrase with the actions.
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Ask students to retell the story.
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Assign roles and have learners practice and perform the play version of the story.
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When students are ready, hand out a copy of the cartoon strip and ask them to write the version of the story that matches the images.
Moose Antlers
Image Legend
Moose Antlers
Large Cards
Drawings by Kerry Wheler
Images provided by Tessa Macintosh from Henry Beaver’s book titled "Tapwe," which means, "Sharing Our Truths."
There are three versions of the story provided below:
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Long version, as told by Eileen Beaver.
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Short version, as told by Pat Martel.
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Script version for possible class play.
Moose Antlers
Long Version
As told by Eileen Beaver
Moose Antlers
Short Version
As told by Pat Martel
Moose Antlers
Student Play
Moose Antlers
Cartoon Strip
Student Play Version in different languages:
MoosePlayDiffLang
Moose Antlers
Wiiliideh Yati
Student Play
Moose Antlers
cree
Student Play
Moose Antlers
Dene Dedline
Long Version
Moose Antlers
Dene Dedline
Short Version
Moose Antlers
Dene Dedline
Student Play
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