The aim of this report is to address
two significant gaps in the research literature: the absence of any
formal and systematic literature review of evidence in relation to
the impact and use of NLP in education, and the lack of any
substantive teacher-led and classroom-based action research in this
area.
NLP is a relatively new field of
study, especially in relation to its application within education,
and this may well have contributed to this gap in the literature;
however, given the general consensus on the importance of
interaction and communication in teaching and learning (alongside
subject knowledge), the extent of the gap is perhaps hard to
explain. The 24 teacher-led action research case studies presented
in this report demonstrate that ‘teachers’ recognise the importance
of communication in effective learning and teaching, and more so,
understand the potential of the application of NLP to achieve this,
particularly in relation to language and learning, rapport,
interpersonal skills and flexibility.