International Centre for Training and Research in the Neurolingusitic Approach and Neuroeducation (NLA)

France (Angers). Semaine de formation initiale à l’ANL, en collaboration avec ASTARA (Lyane Fleuriault, en bas à droite)

CFA

Costa Rica. Participation au séminaire de l’ACROPROF au Costa Rica et à des rencontres en Colombie de l’expert en neurodidactique Steeve Mercier grâce au Centre de la Francophonie des Amériques.

AF-Rouen

Alliance Française de Rouen Normandie, partenaire du CiFRAN pour la formation des enseignants en France.

acoprof

Costa Rica. Rencontre nationale des professeurs de français. Conférence plénière de Steeve Mercier sur l’Approche Neurolinguistique.

Printemps-Numerique-6-2020

Turquie. Conférences d’Olivier Massé et de Steeve Mercier sur l’Approche Neurolinguistique au congrès Printemps Numérique International, Istanbul

Singapour

Singapour. Journées de formations de l’Association des Professeurs de Français de Singapour. Conférence plénière de Steeve Mercier.

Alliance Française Cali

Columbie. Conférence sur l’ANL et atelier sur la Clé de l’orthographe des verbes français de Steeve Mercier à l’Alliance Française de Cali.

AEFR (Association des Enseignants de Français de Russie), partenaire du CiFRAN pour la formation des enseignants de langue

Contribution du CiFRAN au séminaire annuel de l’EFR à Dobroe (Moscou)

LQF

Moscou (Russie) – Le Quartier Français, équipe enseignante formée à l’ANL

Corée du Sud. Conférence de Steeve Mercier, à titre de conférencier invité à l’Université Nationale de Séoul, sur l’Approche Neurolinguistique.

The mission of the International Centre for Training and Research in the Neurolinguistic Approach and Neuroeducation (CiFRAN)

Founded to meet the needs of foreign-language teachers and education stakeholders, our centre draws on decades of training experience. Our aim is to build a bridge between academic knowledge and on-the-ground needs for school or university environments as well as for institutions that are involved in adult education for immigrants or professionals. Read more>>

Testimonials…

Very enriching workshop!

I would qualify the NLA as revolutionary, as much for the learner as for the teacher!

Anne-Lise B., French Language for Integration teacher for migrant populations, AGAFI Le Mans (France)

I’m looking for short texts on topics that interest my learners, and they develop their linguistic competence thanks to our conversations about our personal experience with those topics… Thanks to the NLA, I’ve cut back considerably on the time required to prepare for my classes…

Peggy Heuré, FFL teacher for the Ministry of Foreign Affairs (Tokyo, Japan)

The NLA gave me a new way to look at my teaching…

ANL 1, Rouen (French in Normandy), 07-2017

Milica Š., Collège Oktoih, Podgorica (Monténégro)

Impossible to go back to traditional teaching methods; after being trained in the NLA, the status quo is unthinkable!

ANL 1, Montréal (LRDG), 05-2018

Hélène M., ÉLFC Gatineau (Québec)

An unforgettable workshop that rekindled my love of teaching; absolutely imperative for second- and foreign-language teachers!

ANL 1, Montréal (LRDG), 05-2018

Hélène M., ÉLFC Gatineau (Québec)

This workshop turned the way I teach second languages completely upside-down What a wonderful discovery!

ANL 1, Montréal (LRDG), 05-2018

Jeanne D., Language Research Development Group teacher, Canada

A sensible approach that provides immediate, concrete results!

ANL 1, Montréal (LRDG), 05-2018

Hélène M., ÉLFC Gatineau (Québec)

If you are teaching foreign languages, NLA is a must!

ANL 1, Tokyo IFJT, 03-2015

Zahira A., Tokyo Technos College, Tokyo (Japan)

I emerged from the workshop with a new vision of learning As the NLA makes you completely re-envision your classroom practices, time is allotted for the workshop leaders and your peers to discuss matters as soon as any attendee feels the need to do so, which is incredibly valuable.

Johanne R., Independent participant, Montpellier (France)

You’re told things that seem obvious, and you’re gobsmacked because you’ve never used them! And now you’ll finally be able to!

ANL 1, 03-2018 (Rouen)

ELENA D., RUDIN, Moscou (Russie)

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Journal

Témoignages enseignants

L’ANL m’a ouvert un monde d’opportunités

3 years ago

ANL-EL, Olivier Massé, B2, Cours de Français, cours du 08-05-2020, Entretien avec Virginie Duret CiFRAN 2

Article Éducation

La dimension humaine de l’enseignement des langues dévoilée par le confinement-

3 years ago

Report Témoignages enseignants

Puisque nos apprenants 🇷🇺 progressent, pourquoi vouloir tout de même… enseigner différemment ?

4 years ago

See all articles

The CiFRAN Code of Ethics

All members of CiFRAN commit to adhering to the following code of ethics, based on the fundamental values of humanism, science, and pedagogy. These values are detailed as follows:

All undertakings of CiFRAN and its members, teachers, trainers, and experts aim at contributing to literacy development and to improving relations between human beings by developing linguistic and intercultural competencies, while respecting all cultures and all beliefs.

The ultimate goal of language teaching must be to contribute to the wellbeing of humanity.

Following the path opened up by the creators of the NLA, the educational approach adopted by CiFRAN and its members, teachers, trainers, and experts is founded,…
– firstly, on always basing its proposed methodologies on epistemological foundations validated by verified basic research; and,
secondly, on implementing a systematic and methodical evaluation procedures and sharing the results of classroom experiments.
In particular, CiFRAN members commit to clearly distinguishing practices they adopt from the creators of the NLA and those drawn from other sources or that come from other educational currents, as well as always citing all sources as specifically as possible.

All pedagogical approaches, strategies, and materials proposed by CiFRAN members, teachers, trainers, and experts are intended…
– to improve the efficacy of second- or foreign-language teaching, whether for occasional speakers or immigrants;…
– secondly, on implementing a systematic and methodical evaluation procedures and sharing the results of classroom experiments.
– and to help learners improve their communicative proficiency
… in order to facilitate their linguistic and cultural integration, in social, academic or professional contexts.