Les neurosciences comme argument d’autorité en didactique des langues : l’exemple de l’approche neurolinguistique (ANL)

Abstract

Through the example of the NLA, this article highlights the way in which the use of neuroscience as an argument of authority directly serves the interests of those who claim it. In particular, we denounce the dogmatic vision of the NLA’s promoters who, under the guise of neuroscientific legitimacy, reduce teachers’ activity to the application of systematic prescriptions.

Keywords

• neurolinguistic approach (NLA)
• neuroscience
• language and culture didactics
• argument of authority
• teacher training.