A Case Study of the Effectiveness of Neurolanguage Coaching®

Updated: Oct 30, 2019

Light bulb moment in language learning

I want to tell you about one of my clients. She had a very specific goal: She wanted to learn the simple past tense (el pretérito) in Spanish, particularly 6 specific Spanish verbs. Her bigger goal was to speak more comfortably with Spanish-speakers in Houston in order to better express herself and build community. Her motivation to achieve was quite high.

Now, my Spanish speaking skills are limited, so I was hesitant to help. But she had been following my journey in Neurolanguage Coaching® (registered US and European trademark in the name of Rachel Marie Paling) and thought the process might work for her. We decided on six sessions as an experiment.

I’m happy to report that the experiment was a success. During our sessions together, she and I learned a lot, and she was right: Despite my not being an expert Spanish speaker, the brain-based techniques that we used to learn the verbs worked. Let’s explore how that was possible.

The Power of Self-Awareness

First of all, I was lucky in that my client was a very self-aware learner. She was open about how she liked to learn and how she learned best. Knowing this is important in Neurolanguage Coaching® because the more I can personalize learning activities to your learning style, the more efficiently and easily you will learn.

For example, my client and I learned that she was a visual learner and also learned well using mnemonic devices. The website Psychcentral defines mnemonic devices as, “techniques a person can use to help them improve their ability to remember something. In other words, it's a memory technique to help your brain better encode and recall important information.” These are a great way to create and reinforce connections in the brain. Coincidentally, I use them often in my own language learning, so I knew how effective they could be.

For example, she was having a difficult time remembering the difference between I did (yo hice) and he/she/it did (é/ella hizo) in the past tense. So, together we explored ways that she could remember the two conjugations. I allowed her to create her own solution because I knew based on how the brain works that she would remember it better if it came from her. So, she created a simple pictograph.