Stemming from business collaborations, communication is the basis of our pedagogy. It focuses more on acquisition of communicative competence rather than on the mastery of the language in its entirety.
Clearly, it is not enough to only master grammar concepts or expand vocabulary, without confidently answering the phone, bringing forward or postponing a meeting!
Pragmatism is one focal points of LIREN’s pedagogy. Our instructors are trained to deal with group dynamics and to achieve objectives set by the group within the allocated hours.
This pragmatism leads to certain eclecticism. In a classroom, our trainers use various methodologies to teach, ranging from traditional to more innovative like explanation of a grammar concept, role plays and use of audio-visual tools.
Creativity is an outcome of our pragmatic approach. Therefore, when the various methodologies prove to be ineffective, the trainer is expected to use his/her creativity to think out of the box and devise alternate strategies.
A balanced development of linguistic skills is key to make the most from language learning. Proficiency in financial or legal jargon is undoubtedly useful, but so is language used for small talk. Our communicative approach balances acquisition of both business and general language.
Usability is another critical component of LIREN’s pedagogy. The trainer focuses on instructing language and vocabulary relevant to the learner and therefore making the lessons usable for the learner.
Responsiveness by the trainer to the evolving needs of the learner are key to a successful training and we at LIREN ensure this is always the case.
Flexibility by the trainer, in respect of the pedagogical approach to be adopted enables learning. The approach adopted takes into consideration the learner’s psychological needs while keeping cultural sensitivities in mind.
« The teacher holds a position of mediator between knowledge and the learner and must deal with the specific registers of the learner (his a priori, psychology) and the characteristics of the construction of historical knowledge. »Jean Piaget
Relevance is also a focal point of LIREN’s pedagogy Our trainers are encouraged to question the relevance of what they teach. Due consideration is given to the vocabulary, expressions and grammatical rules that should be taught in order to reach the learner’s linguistic goals and to ensure that the learner can put his learning to good use.
Every language consists of nuances and expressions that are complicated and impossible to fully comprehend, as a learner. Our trainers are aware that complex ideas and expressions are best expressed simply, particularly in the language being acquired and therefore reinforce the concept of simplicity to the learner, encouraging them to express thoughts and opinions using simple language, wherever possible.
In conclusion, the functional approach to LIREN’s pedagogy is to consider language as a communication tool. Our trainers ensure that learning achieves the functionality goal of every learner, wherein communication is enabled. The more complicated components of a language are taught keeping in mind that the basic purpose of learning a language is communication.