Methodology

What do we believe in?

We believe that students are able to internalize the Spanish language more effectively when it is organized in themes or topics rather than presented as isolated vocabulary or grammar lessons.

 

We believe that Spanish acquisition skills (listening, speaking, reading, writing, critical thinking) should be integrated from the very beginning of the learning process. Research has demonstrated that children start “naturally” developing all these skills during the very early stages of their life.

 

In a full immersion program, there is no need for translation. Students “understand the intent of the message, not necessarily every word that is spoken. Language is made comprehensive to students when using VISUALS, MEDIA, BODY LANGUAGE and GESTURES – whatever will convey meaning to them” (from The Natural Approach: Language Acquisition in the Classroom, by Stephen Krashen & Tracy Terrell – Hayward, CA).

 

The new language should be meaningful, functional, age appropriate and related to students’ interests. An accepting and relaxed atmosphere is created for good language acquisition.

 

Total Immersion Communicative Approach

The method is usually introduced in English during the first two or three lessons. After the introduction, rarely would English be used. Meaning is made clear through body movements, facial expressions, visuals, hands-on materials and many other resources.

 

We incorporate a wide variety of teaching materials and techniques in our programs in order to keep all the language presented simple, clear and easy to understand.

Spanish is vehicle for classroom communication, not just the object of study. We use Spanish to accomplish some function such as giving instructions, asking questions, interacting, persuading, expressing feelings and opinions and playing. The teacher’s task is to establish situations likely to promote communication.

 

We promote real exchanges of information among the students, and create truly communicative situations in the classroom. Students use Spanish through activities such as games, role-plays, and problem solving tasks.

 

Comprehension Approach (also known as “Natural Approach”)

Spanish acquisition naturally begins with the development of the listening skill. This comes from observing how children acquire their mother tongue. A baby spends many months listening to the people around him/her long before he/she ever says a word. The child chooses to speak when he/she is ready. The same notion is applied to foreign language learning. Students listen to the teacher using the target language communicatively from the beginning of their learning process.

 

We pay special emphasis and attention on keeping the appropriate and necessary balance of all the skills, always providing enough listening time and oral work for students to master their listening comprehension abilities.

 

Whole Language Learning

Language is a total process of listening, speaking, reading, writing. According to Enright and McCloskey, all the language processes work together to help in the acquisition of each. Students need to use listening, speaking, reading and writing as part of a whole rather than as separate skills from the very beginning of the Spanish acquisition process. The whole language approach is reflected in the classroom, where there are hundreds of written words meaningful for the students in every corner and wall.

 

We start exposing our students to written words, as well as oral language, from the very early stages including beginner, preschooler and even toddler levels. Our level and age appropriate series of books specially chosen according to our program’s syllabus and approach allow us to systematically and progressively build these skills in a planned, organized sequence.

 

Spanish is acquired in whole-meaning chunks. It is not broken down into small, unrelated segments. This is usually achieved by integrating the Spanish learning experience into a language theme interwoven in all curriculum areas and activities throughout the day.

This is why all the activities within our lessons and all the lessons within our language units are linked thematically. All our activities, lessons, and units are, therefore, carefully planned around themes which are also organized within an overall syllabus.

 

References:
Teaching and Learning Languages (Earl W. Stevick)
Teaching Practice Handbook (Roger Gower & Steve Walters)
Techniques and Principles in Language Teaching (Diane Larsen-Freeman)
Language and Content (Bernard A. Mohan)
Motivation: The Key To Success In Language Learning (Cecilia Elorza)
Teaching and Learning Vocabulary (Linda Taylor)
Teaching English as a Foreign Language (Colin Dawson)
Whole Language, The Complete Guide (Brian Cutting)
The Art Of Teaching ESL (Addison-Wesley Publishing)

 

For further reading: If you are interested in learning more about foreign language acquisition methods, please contact us and we will provide you with an extensive reference list.