We provide language training services to Public Service employees in their workplace, for purposes of:
- language skill upgrading
- refresher language training
- test preparation at levels B and C.
We specialize in the French as second language program (PFL2) and the Communicative English at Work Program (CEWP). Our teaching resources are drawn from the 40 training objectives and four modules of the Canada School of Public Service, as well as the latest research findings in applied linguistics, psycholinguistics and andragogy.
The communicative approach aims to:
a) encourage clients to communicate in the language being taught;
b) maximize the time that clients spend actually speaking;
c) have the subject matter practised in communication situations that are of significance to the clients;
d) select a variety of activities that are meaningful to learners;
e) use authentic documents;
f) strike a healthy balance in the correction of errors, keeping the focus on fluent communication skills.
Adult learning approach
Our adult learning approach is based on results obtained from our research on second language learning and from personalized metacognitive accommodation.
The adult learning guidelines are:
a) Provide a plan for group and self-learning activities;
b) In presenting the instructions and process for each activity, specify
- what the learner has to do;
- the duration of the activity;
- the result to be achieved;
- the materials and tools to be used.
c) Present the objective for each activity, specifying:
- the knowledge or know-how that the activity is intended to develop;
- the connection between the activity’s objective and the objective of the training.
d) Provide learners with regular feedback on their strengths and the points that need work in relation to the established objectives;
e) In conducting activities, take account of learners’ needs, interests, life experience and different learning styles.
In adult education, interventions should not be confined to just one approach to teaching. Given the different styles of learning, the appropriate option continues to be to differentiate interventions. For example, a visual learner will have more need of a blackboard and things written down than an auditory learner, who will have a greater need to listen. A kinesthetic learner will have more need to handle things. The same is true for the reflexive, analytical, cooperative and group types of learners. All of this diversity is taken into account in our teaching methods.
Our adult education approach is multidimensional, and its main axes are:
- a socio-cognitive and socio-constructive approach;
- an approach that is centred on the clients and their language needs;
- an approach anchored in the cognitive sciences;
- an approach rooted in andragogy and psychopedagogy;
- an approach based on rigorous selection of teaching materials.
Linguistically, we have designed aids for teaching the French-as-a-second-language (PFL2) and English-as-a-second-language (ESL) programs.
We have used this method to create a successful learner profile which facilitates the evaluation of our clients, whatever their learning style or profile.
This program is reserved for clients with serious learning disabilities. The courses are custom-designed to meet clients’ needs after they undergo more extensive assessment of their learning challenges.
Language Training Inc. provides for liaison between the employee’s department or management and the management of the training institution, and integrates new clients as they register. We accept requests for training made by telephone, but written confirmation must follow within two business days of the verbal request. Language Training Inc. will do its best to respond to all inquiries by email within 48 business hours. If this is not possible, Language Training Inc. will notify the project manager of the reason for the delay.
Note: Courses available days and evenings