VOCLANG
LINGUISTIC TRAINING CENTRE
DARE To JUMP
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OUR APPROACH
"Success, in everything, depends on the goals you set for yourself. This is also true in linguistic training."
(Viviane Niagne)
Voclang offers language training based on an approach focused on the needs of its customers. In Canada in particular and in many other countries of the world, international languages such as English and French play increasingly important roles in the business management of large companies and multinationals. Small and medium-sized businesses are not left out. As business management has become global and gradually conducted online for health convenience, at Voclang we have also adapted our training method, which now promotes online courses while adapting it to your professional reality.
Voclang is a dynamic language training center in its approach and method of learning. Our qualified teachers use proven teaching methods but above all innovative andragogical methods, associated with multimedia learning in order to offer our clients programs tailored to their needs. It is the meeting of human and technology at the service of professional development.
What's OUR objective ?
Provide an interactive platform to practice and improve your language skills and fluency in the learned foreign language.
What's YOUR main benfit (non exhaustive) ?
Participants will improve their conversational skills, increasing their general and specialized business vocabulary through multiple activities. Participants are grouped according to their level, namely from beginner to advanced (4 to 6 participants per group).
What's the common course format ?
In private, semi-private or group lessons, participants have the opportunity to learn and improve their language skills, in interaction with the teacher and colleagues. The activities include role plays, mini-improvisations, presentations, discussions on the topic of the day in relation, for instance, to work, current events, social, economy, environment, etc. In addition, there is also listening to audio recordings (such as podcasts) and the practice of French grammar exercises.
When registering for the course, an evaluation test is submitted to the learner to determine exactly his level.
Here's an example of a general course format:
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1/3 of the time: Oral expression - Discussion on a subject related to personal or professional life. Example: "Who or what did influence you in your choice of career?" The level of difficulty of the questions is adapted to the level of the learner.
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1/3 of the time: Listening comprehension - Listening to a podcast or an audio document then discussing the topic in question.
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1/3 of the time: Lessons and grammar exercises.
Classes are taught according to the principles of andragogy. The adult is placed at the center of his learning and participates in it as much as the teacher. His learning is based as much on the knowledge transmitted by the teacher as on his own individual and professional experience. The learner is also largely involved in the planning and development of his courses insofar as the courses are based on his expectations and the objectives to be achieved. See the table of andragogy principles below. *
It should be noted that this format is presented for information only. Each qualified teacher will have the discretion to tailor their courses to the needs of learners and to language learning priorities.
At the end of a session, learners will be assessed by one or two tests to determine their progress and the areas to improve. A progress report will be produced and sent to themselves and their manager.
ANDRAGOGY*
Malcom Knowles is recognized for his writings, particularly in andragogy. Andragogy, as opposed to pedagogy which is much more focused on educating children and young adults, is the science of adult education.
The reality in which adults operate and their needs are very different from those of children and young adults. Andragogy addresses these particularities that must be taken into account in adult education. Thus, the adult, as a learner, wishes to:
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Learn new skills or practices;
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Obtain new information aimed at achieving new skills;
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Have a training that satisfies his/her personal and professional desires;
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Improve a skill or professional practice already acquired.
Teaching is not the same as training. This distinction is important. On the one hand, we teach from a program, with standardized content, aiming at the acquisition of knowledge or know-how through the assimilation of knowledge and with a certain hierarchy in the class (teacher and students). On the other hand, we train from a need, with individualized content according to the group and each person's experiences, then by focusing on the acquisition of skills applicable in real situations. A teacher transmits knowledge while the trainer helps learners acquire a skill like a “coach” would. Thus, in order to so, certain principles of adult training must be considered.
Principals to consider
01/
The adult learner must be involved in their learning
The training must involve the adult learner. In education, the relationship between student and teacher is very hierarchical. In andragogy, adults must participate in the planning and evaluation of their learning. The trainer should involve the learners, ask them what their objectives are, why they are taking the training, what they expect from it, etc.
02/
The specific experience of each adult learner must be taken into account
Each adult learner has his own experience: the exchanges are therefore motivating because they come from real contexts to which the learner can associate his new learning. These exchanges make it possible to validate real situations that they have experienced or that they have not yet had the chance or the bad luck to experience. Finally, the personal experience of each learner must be taken into account in the learning activities, because this context constitutes an important resource for his training.
03/
Learning must be linked to real contexts of their life or their job
Adult learners need action. They want to know why this training is important and what the real applications are. They need to be convinced. The learning must be linked to real situations. For these learners, the field is the place of understanding.
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Focus on the practice of problem solving
Avoid memorizing the content, stick to the practice. Retention is much greater in the adult learner when it is put into action with practical activities immediately after acquiring new knowledge. Get straight to the point in the content and let them experience what they have learned. Learning must be linked to immediate applications, forget the superfluous. If they wish, they can consult the additional information. Don't hesitate to include a considerable number of practical exercises in your training, without falling into the trap of repetition. Variety is important.
To conclude, adults want to learn by doing, that is to say with practical applications of what they learn. The learner wants to enhance or improve his skills and learn behaviors and practices rather than content. Don't hesitate to get straight to the point and focus on the essentials. Finally, the training must be meaningful for adult learners: they must know and understand why they are learning new things.