Enhancing Inclusive English Language Teaching through Neurolinguistic Programming Techniques

Abstract

The practice of using Neurolinguistic Programming (NLP) in English Language Teaching (ELT) can make a class more inclusive by catering to the different needs of students with disabilities. Generally, methods used in ELT do not work well in that they are incapable of estimating the different kinds of cognitive, sensory, and emotional problems that may arise in students and thus, they have to figure out new means which are adaptable and learner-centered. Since NLP concentrates on comprehending language patterns, learning styles, and mental processes, it is essentially an equipment that can be used to prepare a learning environment that is both supportive and has adequate flexibility. The paper discusses the ways in which the use of NLP methods such as anchoring, sensory-based learning, and empathy-building can encourage learners, enhance their communication skills and remove the obstacles that they encounter if they have a disability. Employing real-life situations and examples, the article emphasizes the potential of NLP in overcoming challenges that arise in the education of persons with disabilities and thereby suggesting it as a possible framework for the equitable teaching of languages.