A traditional classroom power-dynamic is not the best way for professional adults to gain, improve and maintain the skills in English they need to actively apply in their jobs. Therefore, communication during sessions and programs is two-way and collaborative.
Classrooms are for school children, not for professionals.
A Trainer is not the same as a teacher.
A Participant is not the same as a student.
A Session is not the same as a class.
Confident, effective use of existing language skills takes precedence over acquiring new knowledge. And, because being over-corrected can be detrimental to a Participant’s confidence, priority is given to eliminating mistakes that could cause confusion or embarrassment.
Language is a tool, not a goal.
Participants’ confidence is vital.
Participants speak more than Trainers.
Some Participant mistakes are OK.
As with sports and physical fitness, maintaining language fitness and agility is vital. Training must be tailored and adapted continually to the developing and specific needs of participants. Real success comes from the interaction of talented trainers, motivated participants and hard work.
One-size-fits-all methods are not an effective way to train professionals.
Participants have individual specific needs.
Participants’ needs change over time.
Maintaining a high level is as important as improving a low one.
Language ability is a unique and complex mix between Core qualities (confidence, vocab and grammar), Production (writing and speaking) and Understanding (listening and reading). Traditional level testing cannot capture incremental improvement or measure Key indicators separately. But doing so provides a powerful way to focus efforts on areas that will have the biggest impact on a Participant’s level.
Generalised level assessments do not provide a useful idea of what someone can actually do.
KEY LANGUAGE INDICATORS
All Key Language Indicators must be identified and assessed.
Work on weak areas must be prioritized.
Without practice, Participant levels can go down, as well as up.