Learning English effectively is not only about a well-chosen course level, coursebook, and teacher. It also means an optimally selected format of classes, i.e. the way they are conducted (remotely or on-site, on a one-to-one basis or in a group setting), as well as tools and methodology tailored to each student’s needs.
The methods of teaching foreign languages as well as the effectiveness and attractiveness of teaching are guaranteed – according to many authorities, theoreticians and practitioners – by eclecticism. We draw on each of the methods described below when working with adult learners and choose what’s best based on their age, previous language learning experience, aptitude, and current level of advancement. We apply the following approaches in our teaching work:
Direct method – direct contact with the living language and its culture, small groups, teaching grammar using the inductive method, which makes the learning process similar to native language acquisition (unconscious, implicit, or subconscious) – anything that leads to uninhibited, fluent, but also reasonably correct speech in the foreign language.
Audiolingual method – this method places the main emphasis on listening skills, which after a lot of practice leads to the development of the skill of speaking, then reading, and finally writing. It’s used successfully in those phases of the lesson when new material, be it grammatical or lexical, is introduced and consolidated through several controlled exercises, the so-called language drill, which results in the learner’s mastering speaking skills and automating language structures. Here we use a variety of audio-visual resources as stimuli, which is one of the method’s common characteristics. We don’t use Polish in the lessons.
Cognitive method – it assumes that learners should understand the foreign language and create new sentences on their own based on so-called linguistic competence. To achieve this, the learner needs to be in a natural situation, acquiring the language through trial and error, where error – instead of being frowned upon – shows whether progress is taking place. The cognitive method highlighted the importance of language error as a marker of subsequent levels reached by the learner. Creativity, reflection, and analysis in language acquisition are permanent elements of this approach, contributing to modern foreign language teaching.
Alternative methods – e.g. Community Language Learning, is based on the assumption that it’s not the teacher but the learner who will always be more important in the learning process and it’s around their needs, learning style, type of intelligence (8 types of intelligence: mathematical-logical, linguistic, visual-spatial, natural, musical, interpersonal, intrapersonal/reflective, motor/kinaesthetic), preferred learning strategies, sense of security, motivation, and emotions that the learning process develops.
One-to-one English lessons are a guarantee of the course being optimally tailored to your needs. Full flexibility of the teacher in terms of the choice of tools, topics of classes, as well as their frequency and dates. The attention of the teacher delivering the class is focused exclusively on you.
Group English courses are conducted in groups of 4 to 6 students. The small number of students ensures optimal adaptation of tools, resources, and, above all, all participants’ active and equal participation. The syllabus allows for the whole group’s language needs, while the most important criterion for the students’ allocation to groups is always their starting level. Group activities are focused on encouraging oral communication and getting the participants to use the language.
For several years now, our clients have been enjoying successful teacher-led remote classes. We use our original Langlion platform, which provides a very high quality of connection (comparable to popular software solutions such as Zoom, Microsoft Teams, etc.) and the possibility of uploading and storing course resources in one place accessible to all participants, generating additional exercises, quizzes, surveys, and tests, as well as viewing attendance and entering class topics.
Currently, all our classes are being held remotely. If necessary, however, we can also organise them on-site, subject to current capacity and government decisions, while maintaining a full sanitary regime.
