Efficiency Driven Learning: Four Steps
to Proficiency in a Second Language
During the past five years, Académie de Formation Linguistique
(AFL) has achieved outstanding results in second language
training. Our success rate usually exceeds 90% which illustrates
the effectiveness of our learning plan.
AFL's achievements are a result of our distinct teaching
methods which combine relevant pedagogical content with
individual learning styles. We base our programs on the
most recent research in brain-based learning which suggests
that the brain engages physiology, emotion, experiences
and patterning to acquire a second language. We take into
consideration a number of factors including time, age
and learning environment.
Académie de Formation Linguistique has created
a customized program that encourages clients to master
their listening and speaking skills first and then enhance
their reading and writing abilities. AFL's program incorporates
a number of innovative learning theories enabling adult
learners to grasp the target language as efficiently as
possible.
Clients at AFL benefit from:
- Customized learning programs aligned with the learning
styles of each client. Teachers design learning around
client interests and make learning contextual.
- Dynamic, active-learning experiences that incorporate
an array of teaching strategies:
- Simultaneous Multisensory Teaching (SMT)
- Learning Through Movement (LTM)
- Forum, Opinion and Debate (FOD)
- Programme de français langue seconde - Niveaux
A et B (PFL2-A et B)
- Communicative English at Work Program (CEWP)
- Intensive oral interaction
- Collaborative and realistic learning opportunities
combined with consistent feedback from an expert language
instructor. Personalized assessments allow clients to
monitor and enhance their learning experience.
- Immersion in a relaxed and interactive learning environment
conducive to all learning styles
By combining these teaching strategies, AFL clients are
often able to achieve their language goals in half the
estimated time.
1.0 Our Purpose
Académie de Formation Linguistique(AFL) is a
language training academy that specializes in providing
clients with opportunities to become proficient in a second
language. AFL uses a number of in-house designed adult
training techniques to facilitate accurate and efficient
acquisition of the target language. Our primary goal is
to provide clients with a time efficient program that
ensures they gain long term retention of and skill in
their second language.
Académie de Formation Linguistique has achieved a benchmark
of excellence in the field of language training. All of
our clients benefit from the following:
Free placement tests
Customized training programs that are adapted to the learning
style of the client
Clear learning plans established at the beginning of training
One-on-one/group instruction
Training from qualified and experienced language instructors
who use the latest theories in adult education including
brain-based learning and Howard Gardner's Multiple Intelligence
Theory
Regular feedback from instructors to measure client progress
Regular linguistic assessments
A private state of the art classroom with access to
a personal computer and all required learning materials
including dictionaries and documents related to the PSC
evaluation standards and competency requirements
2.0 Program Objectives
The majority of AFL's clients are government employees
looking to acquire their level A, B, or C, in French or
English, as set out by the Public Service Commission of
Canada. We aim:
To facilitate efficient acquisition of a second language
for adult learners.
To help our clients achieve their desired level in a
time efficient manner.
To maximize the learner's ability to speak and understand
a second language.
3.0 Teaching Methodologies: The Four Step
Process
Extensive research in adult education has led the Académie
de Formation Linguistique to identify a number of learning
strategies that incorporate brain-based learning and multiple
intelligence theories. In order to promote efficient acquisition
of the target language, instructors may use all or part
of the following teaching methods.
3.1 Step One: Simultaneous Multisensory
Teaching (SMT)
Simultaneous Multisensory Teaching (SMT) is a valuable
approach that is proven to work faster and more effectively
than other classical teaching methods. AFL is accredited
to use this method which produces extraordinary results.
SMT, based on the Orton system, is a language re-education
method developed to meet the needs of clients of all ages.
It helps them acquire a more thorough knowledge of the
structure of written language, and a solid understanding
of the association of sounds and symbols, before learning
to apply the concepts and rules.
The objective of the SMT method is to teach reading,
writing, and spelling. An emphasis is placed on reading
accuracy in the early stages, followed by thorough comprehension
of the written language and its structures. Lesson plans
clearly outline the objectives and expected outcomes and
the material is presented in short sequential steps. This
develops the client's self-confidence and allows them
to progress at their own pace.
Benefits of Simultaneous Multisensory Teaching:
It can be taught to clients of all ages and all levels.
Useful for all second language learners to reduce the
need for help later on.
Each lesson is detailed and carefully prepared, and
could be used immediately by most instructors.
The client learns using the visual, auditory, kinaesthetic,
and tactile senses simultaneously.
Learning is systematic and cumulative. Each lesson builds
on concepts taught in previous lessons. Lessons begin
with the most basic concepts of language and progress
to the most complex in a logical order.
Direct Instruction: Each concept is explicitly stated.
Clients are not expected to infer concepts as part of
the learning process, and teachers do not assume that
clients possess knowledge that has not been clearly stated
in a previous lesson.
Diagnostic Teaching: The instructor continuously adjusts
the pace and style of instruction to suit the changing
needs and abilities of the client.
Synthetic and Analytic Teaching: Synthetic instruction
introduces the component parts of a concept and then describes
how the parts fit together. Analytic instruction presents
the concept, and then describes how it may be broken down
into its component parts.
3.2 Step Two: Learning Through Movement (LTM)
AFL acknowledges that adults learn differently. Research
suggests that after childhood the ability to become proficient
in a second language deteriorates due to an "interference
effect" that occurs when adults attempt to develop new
sounds which are foreign to them.
Originally developed by James Asher, an American professor
of psychology in the 1960s, Learning Through Movement
is based on the theory that memory is enhanced through
association with physical movement. LTM is based, first
and foremost, on listening and repeating. Physical movements
are designed to reinforce comprehension. This learning
process begins by playing to each client's right brain
using language-body conversations. This is followed by
activities that tap into the left-brain involving speaking,
reading or writing.
Movement of the body ensures that information flows from
left to right and back again at a rapid pace. Through
LTM learning activities, the client internalizes more
and more information about the phonology, morphology,
and semantic structure of the target language. Through
movement the language code imprints at a rapid rate with
ease. Once the internal linguistic map is imprinted with
enough detail, talk is released similar to the spontaneous
appearance of speech in infants.
A typical LTM activity might contain instructions such
as "Walk to the door", "Open the door", "Type an email
on the computer" and "Send the email to your Director."
Clients are required to perform the instructions. In our
supportive classroom environments, such activities are
both fun and motivating. With limited repetition, basic
instructions such as these are understood by the learners
even if they were unable to reproduce them accurately
themselves.
Learning Through Movement is a powerful linguistic tool
that means instant success for clients. Instructors use
this process to introduce beginner clients to new vocabulary
and grammatical features. Clients improve their knowledge
and skill of the target language through storytelling,
dialogues, games and pattern drills.
Benefits of Learning Through Movement:
Encourages the development of a low stress-learning
environment.
Creates rapid understanding of the target language.
Develops long-term retention lasting weeks, months,
even years.
3.3 Step Three:
Programme de français langue seconde - Niveaux A et B
(PFL2-A et B)
The Programme de français langue seconde (PFL) is designed
for government employees who want to increase their ability
to interact in the workplace in a second language. The
objectives of this learning program are based on the federal
government's linguistic requirements for levels A and
B. PFL consists of 15 books containing approximately fifty
training objectives and three series for self-training
in listening, reading and writing.
Benefits of the Programme de français langue seconde:
Provides clients with learning activities that improve
their ability to interact in their second language.
Improves clients' knowledge of work-related vocabulary.
Helps clients reach a level of proficiency in French
in order for them to be successful in everyday work situations.
Communicative English at Work Program (CEWP)
The Communicative English at Work Program is for government
employees who seek to increase their ability to interact
in the workplace in a second language. The objectives
of the learning program are based on the federal government's
linguistic requirements for public servants to reach their
bilingual needs. The aim of the CEWP is to help clients
reach a sufficient level in order to be successful in
everyday work situations in English.
The CEWP consists of nine books focused on oral communication
for adults. Emphasis is placed on language for the workplace.
Benefits of the Communicative English at Work
Program:
It provides clients with learning activities that will
improve their ability to interact in their second language.
It helps clients to improve their work-related vocabulary.
3.4 Step Four: Intensive Oral Interaction
Académie de Formation Linguistique (AFL) prepares
clients for the oral interaction exam through the Forum
of Opinions and Debate (FOD). This series gives clients
an interactive environment where they can put their skills
to use. Clients improve their confidence and receive feedback
from language experts regarding their overall abilities.
Training in this area aims at developing knowledge and
understanding of the candidates' professional environment
in order to improve their ability to converse in their
second language with people outside their domain of expertise.
Various learning activities employed in this training
area require that clients interact in thematic discussions
with their instructor. The overall goals with this approach
are to increase understanding of vocabulary, improve pronunciation
and build confidence.
Benefits of Intensive Oral Interaction Training:
Clients develop the ability to communicate in the target
language and engage in beginner, intermediate, or advanced
level discussions with the group and/or instructors.
Clients are able to discover areas of improvement through
consistent feedback delivered by language experts.
Clients build their confidence in a comfortable learning
environment.
Clients develop language skills to discuss events/issues
with a good degree of success.
Clients improve their comprehension skills of oral French
or English.
Clients develop the ability to deliver clear messages.
4.0 Teaching Staff
The Académie de Formation Linguistique (AFL) team
is made up of highly qualified personnel who have extensive
experience working with adults, as well as specialized
training in using the SMT method. All staff are highly
qualified to administer language programs in accordance
with the requirements of the A, B, and C levels of the
Public Service Commission.
AFL's recruitment procedures include an evaluation of
the candidates' pedagogical methodology, an intensive
review of their educational and professional background,
and thorough training in the SMT method, before a final
decision is made regarding their acceptance to the AFL
team. AFL selects only those candidates who exhibit a
passion for learning and enthusiasm to achieve excellence
in second language training.
5.0 Teaching Tools and Techniques
The following teaching tools and techniques are used
to facilitate the client learning process:
A clear learning plan is established at the onset of
training. The learning plan serves as a tool to establish
clearly defined goals and milestones and to measure client
progress.
A customized learning program adapted to the personal
learning style of the client.
Interview simulations and related learning activities
are used to stimulate client's communication skills.
Instructors apply a team teaching approach.
6.0 Materials Provided by the Académie
de Formation Linguistique
Académie de Formation Linguistique provides all
of our clients with the materials they need to learn effectively:
Simultaneous Multisensory Teaching program
Learning Through Movement program
French and/or English dictionaries
Programme de français langue seconde Niveaux A et B
- for training in French as a Second Language
Interface Canada - Communicative English at Work Program
for training in English as a Second Language
il d'Aigle. Hunziker Multimedia Switzerland (ISBN
3 7266 0047 7)
Super Hibou. Hunziker Multimedia Switzerland (ISBN
3 7266 0046 9)
Grammar books written by AFL
Other mandatory books
7.0 Client Progress
Depending on the client's specific needs and expectations,
the Académie de Formation Linguistique favours the following
evaluations in order to maximize our client success
rate.
Diagnostic: observing, interviewing, and promptly
re-adjusting a given training curriculum based upon client
progress; may include a change of instructors.
Formative: on-going assessments through audio
recording and review or video recording and review for
the purpose of regular written progress reports to be
given to the client's sponsoring institution.
Summative: quizzes, simulated interviews and
workshops on the PSC evaluation process. Clients receive
feedback in regular reports that assess their performance
and progress with regard to their formal learning plan.
Regular client progress meetings are attended by the client,
his or her instructors and an Academic Advisor.
Clients receive feedback in regular reports that assess
their performance and progress with regard to their formal
learning plan. Regular client progress meetings are attended
by the client, his or her instructors and an Academic
Advisor.
8.0 Sample Schedule (Full Time Students)
This schedule is a sample scof the program AFL uses to
achieve client learning objectives. Components of the
schedule are modified to address the needs and learning
goals of our clients.
|
TIME
|
LEARNING ACTIVITIES
|
TOOLS AND TECHNIQUES
|
GOAL/OBJECTIVE
|
|
8: 30 am
10: 30 am
|
w Grammar building/overview/
consolidation (SMT approach)
|
· Oral exercises
· Syntax and verb tenses consolidation
· Sentence building, link words, etc.
|
· To construct simple sentences
· To encourage practical use of verb tenses
|
|
10: 30 am
12: 30 pm
|
· Intensive and thematic oral interaction
|
· Context based learning activities
· Role play based on work related duties
|
· To increase general knowledge of the second language through intensive
interaction (FOD, LTM)
· To improve ability to speak about a variety of topics in French or English
using specific vocabulary
and idioms
|
|
12: 30 pm
1: 30 pm
|
Lunch
|
Lunch
|
Lunch
|
|
1: 30 pm
3:30 pm
|
· Communication strategies
· Preparation for the oral exam
|
· Discovering the evaluation process at the PSC
· Evaluators’ expectations during the warm-up stage
|
· To systemize preparation for the oral exam
· To develop awareness of the PSC’s evaluation standards
· To increase knowledge of the testing process
|
9.0 Value-added Amenities
Académie de Formation Linguistique provides all
clients with:
Individual access to computers, the internet, photocopiers
and phones
Complimentary coffee, tea and water throughout the
day
Open access to a kitchen equipped with microwaves,
toasters, etc.
Individual fridges in every classroom
Free parking
10.0 Future Endeavors
cadémie de Formation Linguistique is proud to
announce that we have entered into a partnership with
the University of Quebec for the new post-graduate course
entitled Programme court de deuxième cycle en
enseignement de langues secondes et étrangères
aux adultes. This is the first course of its kind to
be offered in Canada and AFL has been chosen as the
language school where students will be allowed to do
their practicum.
11.0 Contact Information
Académie de Formation Linguistique (AFL) Inc.
495 Richmond Road, Suite 200
Ottawa ON K2A 4B2
Tel: 613.722.6539 Fax: 613.722.4799
Website: www.aflcanada.ca
Louise Ward
President: louiseward@aflcanada.ca
