Neurolinguistic Programming
Neurolinguistics 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.
Neurolinguistic Programming focuses on how people influence each other and in how the behaviors of very effective people can be duplicated. It studies how successful communicators achieve their success. Grindler and Bandler developed Neurolinguistic Programming as a system of techniques therapists can use in building rapport with clients, gathering information about their internal and external views of the world, and helping them achieve goals and bring about personal change.
Revel and Norman defined NLP as:
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.
(Revel & Norman, 1997: 14)
The principles of Neurolinguistic Programming can be applied in a variety of other fields, including management training, sports training, communications sales and marketing, and language teaching. It has some appeal within language teaching to those interested in what we have called humanistic approaches because the assumptions of Neurolinguistic Programming refer to attitudes to life, to people, and to self-discovery and awareness. It has had some appeal within language teaching to those interested in what we have called humanistic approaches. It focuses 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.
The theory of language and learning of NLP can be reflected in the following:
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. Linguistics 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. Programming refers to observable patterns (referred to as “programs”) of thought and behavior. Learning effective behaviors is viewed as a problem of skill learning: It is dependent on moving form stages of controlled to automatic processing (O’Connor & McDermort, 1996: 6). Modeling is also central to NLP views on learning.
Revel 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 connected 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 embody 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 potential and reach those heights of achievement which we previously only dream of (Revell & Norman, 1997: 14).
Four key principles lie at the heart of Neurolinguistic Programming (O’Connor& McDermott, 1966; Revell & Norman, 1997):
1. Outcomes: the goals or ends. Neurolinguistic Programming 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, consciously 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 working: 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”.
Revel 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 system, and each affects the others;
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 behaviors have 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 the system.