NLA1 - Saskatchewan - Initial training in the Neurolinguistic Approach

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NLA1 - Saskatchewan - Initial training in the Neurolinguistic Approach

Initial training in the Neurolinguistic Approach to teaching second/foreign languages


Où et quand

Date et heure

ven. 9 juin 2023 08:30 - ven. 16 juin 2023 16:30 CST


South East Cornerstone School Division No 209 80 18 Street Weyburn, SK S4H 2W4 Canada

Politique de remboursement

Remboursements jusqu'à 7 jours avant l'événement

À propos de cet événement

***WARNING : The actual dates for the NLA1 initial training are the 9th, 12th, 13th, 14th, 15th & 16th 2023***


This training workshop allows participants to acquire both the theoretical foundations of and practical experience in the essential teaching strategies that are at the heart of the Neurolinguistic Approach.


The workshop introduces the authentic communication approach, which allows language learners to develop the fluency and accuracy needed to acquire linguistic competency from the earliest levels, all the while fostering strong motivation during the entire learning process.


Intended for second- or foreign-language teachers, as well as for future teachers and education supervisors.


This 55-hour course is divided into 35 in-class workshop hours and 20 hours of personal work (guided autonomy), 5 to be completed before the workshop and 15 after. This 55-hour course leads to an NLA1 Certificate (Certified NLA Practitioner).


The Neurolinguistic Approach (NLA) for acquiring a second or foreign language (L2/FL) is a new paradigm for teaching/learning L2/FL communication skills in an institutional setting.


This new approach was designed by Claude Germain (Emeritus Professor, UQAM and South China Normal University) and Joan Netten (professor, Memorial University of Newfoundland) in the context of the emerging influence, in education, of neuroscience. It is based on M. Paradis’ neurolinguistic theory of bilingualisms (1994, 2004, 2009), as well as on studies in cognitive neuroscience by N. Ellis (2011) and N. Segalowitz (2010); it is also influenced by the views of L. Vygotsky (1934/1985) on the role played by social interaction in learning.


These were set out by C. Germain and J. Netten (2011, 2012), who define the conditions for maximising the potential of learners’ brains in the classroom when the goal is, firstly, to develop the ability to spontaneously communicate orally in an L2/FL, i.e. to build an internal language proficiency that optimises the subsequent development of reading and writing skills (Germain and Netten, 2013).


The NLA bases itself on the use of authentic communication and on exploiting social interactions. In this way, it allows learners to develop the necessary intelligibility and spontaneity, while also boosting their motivation through the whole learning process, which explains its growing popularity across the globe among teachers who find here the proof of its efficiency, alongside the empirical on-the-ground research that attest of its results.

The NLA thus provides a double pedagogical benefit: for learners, who see rapid growth in their target language fluency and accuracy, but also for teachers, who see genuine progress with less preparation time and classroom effort than required with the methods they used previously.

NLA 1 WORKSHOP › UNIVERSITÉ LAVAL (QUÉBEC, CANADA) (Claude Germain, Olivier Massé, Steeve Mercier )

Reportage de la Télévision nationale RADIO-CANADA sur ce stage ANL (2 min)

Témoignages d'enseignants ayant suivi la formation


Day 1: Theoretical framework

• The needs of language teachers/trainers, analysis of teaching practices and classroom results

• Beliefs about L2 acquisition

• The need for a new approach

• The conditions for the emergence of the Neurolinguistic Approach

• The NLA’s five fundamental principles

• Majors changes for curricula and pedagogy

• Experimental results

Day 2: Teaching strategies for oral proficiency

• The deadly sins, or common inefficient teaching strategies

• The 7 deadly sins for oral development

• Demonstrations of effective NLA strategies

• Simulations

• Practice in real classrooms (with real learners)

Day 3: Teaching strategies for reading

• The 3 deadly sins for reading development

• Demonstrations of effective NLA strategies

• Simulations

• Practice in real classrooms (with real learners)

Day 4: Teaching strategies for writing

• The 3 deadly sins for writing development

• Demonstrations of effective NLA strategies

• Simulations

• Practice in real classrooms (with real learners)

Day 5: Review and synthesis

• Review of teachers’ common beliefs

• Review of the neurolinguistic theory and neuroeducation

• Review of the participants’ practices and the learners’ reactions

• Discussions on how to adapt workshop content to the participants/teachers’ teaching contexts

• CiFRAN’s research groups (NLA and others) and training follow-up

• Instructions for final task (to be handed in within 3 months for CAP-NLA validation)

• End of workshop

À propos de l'organisateur

Organisé par

CIFRAN, Centre International de Formation et de Recherche en Approche Neurolinguistique et en Neuroéducation

Centre for Training and Research in the Neurolinguistic Approach and Neuroeducation (CiFRAN)



Steeve Mercier, Ph. D.

Titulaire d’un doctorat en linguistique et habilité à former des enseignants conformément à l’Approche Neurolinguistique, Steeve Mercier est spécialiste de l’acquisition des langues secondes, de neurodidactique, de correction phonétique, de phonologie et de sociolinguistique. Il travaille aussi depuis 2011 comme chargé de cours en linguistique et en français langue seconde à l’Université Laval, et depuis 2012 comme professeur de francisation des immigrants au ministère de l’Immigration, de la Diversité et de l’Inclusion du Québec.


Holder of a PhD in linguistics and qualified to train teachers in the Neurolinguistic Approach, Steeve Mercier is a specialist in second language acquisition, neurodidactics, phonetic correction, phonology and sociolinguistics. He has also worked since 2011 as a lecturer in linguistics and French as a second language at Laval University and, since 2012, as a professor of francization of immigrants at the ministère de l'Immigration, de la Diversité et de l'Inclusion du Québec.



Olivier Massé, Ing. Form.

La variété des missions pédagogiques qui ont été confiées à Olivier Massé, ce passionné de l’enseignement du FLÉ/FLS depuis 18 ans, lui a permis de développer une large expérience de terrain, autant dans le domaine de la formation de formateurs en langue que dans celui de l’expertise et de l’organisation de dispositifs, dans la mise en œuvre d’innovations au service de l’enseignement, ou encore de la promotion du français et de la francophonie.

The variety of pedagogical missions that have been entrusted to Olivier Massé, who has been passionate about teaching FFL ∕FSL for 18 years, has allowed him to develop a wide range of experience in the field, as much in the training of language trainers as in the expertise and organization of programs, in the implementation of innovations in the service of teaching or even in the promotion of the French language and the Francophonie.