Teaching Methods

Our training approach is a far-cry from the traditional, school-like, obsolete, grammar-centred teaching that most schools still insist on using. No danger of being stuck in a time-warp with us. Instead, you’ll be invited to step into the 21st century, where the Lexical Approach and the Task-based Teaching Model are intertwined with the most up-to-date humanistic approaches, like the Multiple Intelligences Theory, Whole-brain Teaching and Learner Styles Theory. These approaches are designed to deliver fast learning to clients like you, who value personal attention, who are highly motivated and equally demanding, and who expect these programmes to be both stimulating and effective.

The Multiple Intelligences Theory

Dr Gardner's multiple intelligences theory (see Frames of Mind, 1983) challenged traditional beliefs in the fields of education and cognitive science. His theory is a rallying point for a reconsideration of the educational practice of the last century.

According to a traditional definition, intelligence is a uniform cognitive capacity people are born with, and that can be easily measured by IQ tests. 

 

Learning for Understanding
According to Howard Gardner, intelligence is:

  • The ability to create an effective product or offer a service that is valued in a culture;
  • A set of skills that make it possible for a person to solve problems in life;
  • The potential for finding or creating solutions for problems, which involves gathering new knowledge.


So far, Dr Gardner has defined eight intelligences; they are intrapersonal, interpersonal, verbal-linguistic, logical-mathematical, visual-spatial, musical, kinaesthetic and naturalist. They are all innate: some to a greater extent than others. By using our stronger intelligences, we can strengthen the weaker ones, thus improving our learning abilities and, ultimately, gaining better understanding of English.


Learning for Success

Probably the most popular and widely known finding of contemporary research is that our brains have at least two very different ways of processing information. These are connected with the two hemispheres of the brain - the left and the right. One or the other of these sides tend to be dominant in each of us. The left brain's processing is more analytical, linear and step-by-step. The right brain's processing tends to be more integrating, simultaneous and all-at-once.An edge in current research is the integration of the two hemispheres. Whole-brain activities balance the language learning process. In addition to rational thinking, the realm of intuition, sensory experience, art and music join our more analytical skills, giving us a deeper, richer experience of learning.

We apply the multiple intelligences theory and use brain-friendly techniques in our courses, offering you the opportunity to engage in whole-brain activities, meant to make learning a joy rather than a chore, to unearth your hidden talents, to increase your self-esteem and to prepare you for success.


The Lexical Approach

The old slippers might be worn-out, the colour might be fading, there might be holes in the soles, but at least we know them well, because we've  had them for as long as we can remember. So, why exchange them for brand new ones!? Does this sound familiar? After decades of following a grammar-centred way of teaching, no wonder most students are reluctant to try something new. The ancient 'fill-in-the-blanks' slippers are still good enough, aren't they?

Welcome to the 21st Century

 

Well, actually, NO! That teaching method belongs to the past. What we value nowadays - when we talk about English as a Lingua Franca and the irrelevance of native vs non-native English teachers - is communication and fluency, as opposed to mere accuracy. The lexical approach, developed by Michael Lewis in the 90s (see The Lexical Approach, 1993; and Implementing the Lexical Approach, 1997), places communication of meaning at the heart of language learning. As opposed to the traditional, school-like way of teaching, emphasis is not laid on what you don't know, but rather on what you DO know. 


Consequently, you'll never be asked "What are the words you don't understand in this text?" Instead, you'll be urged to use actively and creatively the phrases and expressions you recognise, but aren't yet able to retrieve and recycle. Instead of revelling in endless exposés on the Past Tense and the Present Perfect, the teacher will help you put grammar patterns to good use in real-life communication. You needn't spend your time on learning more grammar and vocab. What you really need is the ability to recycle and combine words, many of which you already know, into the phrases and expressions on which communication relies. Our method is the fast-track to fluency, genuineness and professionalism in the wide area of modern business English.


This approach is bound to enable you to develop the ability to comprehend, write and process authentic business texts. Your fluency and active vocab will experience a staggering boost, while writing about and discussing business and economic issues will become routine activities. Grammar will be dealt with in a completely new manner, as it emerges from the texts you study or from your output during the lesson. Welcome to the 21st century!


We employ the lexical approach in our courses, thus introducing you to a modern, effective and student-friendly method. Once you understand how it works, you'll become an independent learner and you'll be able to use it for any language you wish to acquire or improve.

The Communicative Approach

The communicative approach focuses on how to use the language in practical situations and consists of discussion forums and role plays tailored both to your company's and to your individual needs. You will receive constructive and interactive feedback on your spoken and written productions.


You'll be encouraged to bring along authentic company material (brochures, flyers, manuals) and your own business related writings (e-mails, letters, reports) for correction, assessment and retrieval of relevant jargon. 
You'll be invited to role-play genuine situations you encounter in your daily work on the phone, at the negotiations table or when presenting for an audience.

We employ the communicative approach in our courses, thus enabling you to use the newly acquired language and skills immediately in a risk-free context.

The Task-based Teaching Model

Learning isn't like stacking bricks to build a wall; it's like nurturing a plant, and helping it grow and come back every season. Consequently, you'll not be asked to fill in the blanks with the correct form of verbs, or to make up sentences with the Present Perfect. Instead, you'll be exposed to genuine spoken and written English, which you'll need to emulate by practising what you know and by building up on it.

 

We'll create optimum conditions for you to learn in a natural way. English isn't going to be the ultimate learning goal any longer, but rather a practical tool to communicate meaning. You'll use your knowledge and skills to engage in goal-oriented activities in order to achieve meaningful outcomes. You'll be using English in interactive tasks, that range from sharing experience and problem-solving to project planning and reporting. Language patterns, structures, features and functions will emerge naturally from spontaneous interaction. 


Emphasis is laid on communication ('what to say' and 'how to do') and NOT on form ('how it's being said'). Your main focus is going to be communicating meaning, and you'll stop worrying about making mistakes. If some fuddy-duddy teacher you had in the past scolded you any time you made a mistake, you'll be surprised that our opinion on this matter differs dramatically. Errors are not problems, but merely language features. That's why we're confident that our favourite catchphrase will soon become your mantra too, "An error is a gift to the class".


We employ the task-based teaching model in our courses, thus enabling you to learn naturally and effortlessly, while having great fun

Blended Learning

The dawn of e-learning gave rise to various reactions: learners cheered their newly gained freedom, while trainers were contemplating applying for unemployment benefit. But after a while, the hype faded away and the wheat was separated from the chaff. Everyone admitted that yes, the new approach brought about a few advantages, but they were still missing the teacher's support, feedback and co-ordination. So the students ate humble pie and begged the trainers to please return to the classroom. They didn't have to ask twice.


Blended learning brings together the best of both worlds: the cost-effective, speedy and high-tech aspects of e-learning, with the human touch, guidance-based, face-to-face good old teaching.


Trainers, learners, researchers and advocates of this up-to-date method agree that there are three main models supporting it:

  • The skill-driven model, which combines self-paced learning with trainer support and feedback with specific knowledge and skills 
  • The attitude-driven model, which relies on role plays and discussion forums in a risk-free environment  
  • The competency-driven model, which blends observing experts on the job and transferring their experience into workplace competencies

 

We employ blended learning in our long-distance courses, thus ensuring that you are in full control of the training process, deciding the time, the pace, the manner, and the frequency of the teaching/learning sessions. The client is king, indeed!

More information? Questions?