Valoggia Linguistics Teaching Methodology

It is important to consider that, in the matter of second language learning, the worlds of the adult and the child are different. While children exposed to informal communication acquire language from a subconscious process, the adult learning process consists of conscious analysis, since adults naturally refer to their first language for comparison. Furthermore, adults need to understand how language works in meaningful and relevant communicative situations. Finally, learning through specific objectives allows students to measure their progress clearly.

Moreover, acquisition of a second language totally differs from learning other subjects where students have to memorize and apply their knowledge. Although syntax, vocabulary and phonetics require some memorization, learning a second language successfully also means acquiring receptive skills (listening and reading) and productive skills (reading and writing).

Finally, “learning how to learn” is a necessary skill for successful education. Therefore, Valoggia Linguistics helps students take real responsibility for their training by making them less dependent on their teachers, and extending oral practice outside the class. We also suggest different learning strategies and make recommendations aimed at encouraging progress.

In light of these essential aspects of second language learning, Valoggia Linguistics has developed a French language training programme customized for Federal Government employees.

I. A preliminary assessment

First of all, we rigorously and thoroughly assess students in order to:

• Precisely define their linguistic profile: French language studies in immersion or as a second language, the duration of study, experience in a Francophone community, use of French at work, etc.
• Assess their current level in French so that we can precisely establish the duration of training necessary to obtain the required A, B or C level. We will also focus on their existing knowledge of French, so as to build upon this foundation during training.
• Determine their learning style (visual, auditory, or kinaesthetic) in order to adapt our teaching methods to the needs of each student.

Content of this assessment is based on the standards determined by Canada Linguistic Training for public servants’ training.

Secondly, we set up personalized training programmes. We have designed a powerful three-level training programme, Beginner level A, Intermediate level B and Advanced level C, that Valoggia Linguistics instructors must rigorously follow in order to reach students’ training objectives. Beginner level I students will start their training in programme A in order to acquire the fundamentals. This gives them the solid knowledge required to move on to intermediate training in their second language, followed by advanced training.

Training is delivered through complete immersion. However, our bilingual instructors may occasionally use English to clarify complex grammar concepts.

II. Curricula organization and contents

Contents of our programmes are based on the standards and exam objectives determined by Canada Linguistic Training and the Public Service Commission. They have been entirely redesigned and adapted to the new written expression and oral proficiency exams in order to maximize students' preparation.

Our three-level curricula (A, B, C) are organized in learning stages, each of them developing language functions that students must know in order to be able to deal with various communicative professional and personal situations. Grammar, vocabulary, phonetics and the skills of listening, speaking, reading and writing are generally integrated into these different contexts.

In addition, listening to many recorded oral interactions (at 66 Slater) has given us a complete knowledge of the exam structure, the types of questions asked, the required language competence and answering strategies. Furthermore, we have perfectly mastered the structure of the new Oral Proficiency Exam and, in order for students to develop their listening skills, we have done extensive research on second language learning sites, national and international media and government sites. As well, our classes are equipped with high-speed Internet access computers. In this way, our students are not only trained on exam content, but also on exam strategies.

III. Rationale for a functional teaching approach

Valoggia Linguistics uses the communicative approach to teaching second languages. This methodology stresses the importance of communicative situations and use of language in real-life personal and professional contexts. The communicative approach is a student-centered methodology in which learners actively build their knowledge, with teachers’ guidance and feedback. However, thanks to their expertise and international experience, the founders of  VALOGGIA Linguistics have mastered a great variety of other educational approaches, which enables them to tailor their teaching methods to the individual learning style of each student.

IV. A large variety of resources

The full range of resources that VALOGGIA Linguistics provides to its teachers allows them to vary their methods and greatly contributes to making lessons more interesting and effective Moreover, with IT equipment in each class, students can learn from many different learning sites and be exposed to authentic materials that give examples of language as it is really used. Finally, students can borrow unilingual or bilingual videos from a video library containing more than 300 films.

V. Feedback and student testing

Giving ongoing positive feedback to students is one of the teachers’ most important responsibilities. This encourages the student to progress with self-confidence, in a climate of mutual respect. This is important because it helps learners to evaluate their progress and success while allowing the instructors to adjust their teaching methodology accordingly. Students increase their knowledge by learning from their mistakes. As much as possible, they are encouraged to correct their own errors.

VI. Recommendations for students

Learning a language is a long-term process, and the students’ complete collaboration is essential to their success. For this reason, we recommend that our students:

• Study on a regular basis. We are deeply aware of public servants’ professional constraints, and thus maximize work in the classroom. However, daily review of vocabulary and new concepts is advised.
• Take notes in order to increase their retention of knowledge.
• Organize their learning. Indeed, we suggest various strategies to learn vocabulary, and recommend consultation of various general and professional websites.
• Take every opportunity to practice French: practice at work with colleagues, listen to the radio, watch TV, read newspaper articles, short stories and the numerous French advertisements in Ottawa.
• Read government publications concerning their ministry, field of work and position so as to become familiar with technical and administrative jargon.

 

© 2008 Marie-Pierre Valoggia and Alain Valoggia - Valoggia Linguistics - All rights reserved

No part of this site (logo and texts) may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of VALOGGIA Linguistics and its owners.

Back to Top