How we work

Task approach

Task approach is the methodology we use. It is one of the ways of working the communicative approach through task work and projects. For those who are not linguists and unfamiliar with this terminology, we will make a brief summary. 

Task work is a structured lesson in which activities are sequenced.  The students have to solve a task that incorporates authentic use of language, rather than answer grammar or vocabulary questions. It is about enriching the teaching technique with a greater number of practical activities, inside of class and, if possible, outside of class which helps students learn and understand a foreign language in the least mechanical way possible. These are activities in which the target language is used as a communicative way to achieve a result. The teacher will propose situations in which the student must express himself in the language he’s learning. For example, a teacher may send someone to a bike shop to inquire about mountain bikes and the student has to come back with a clear result: what mountain bikes are for, types there are, their prices, etc. and which model would be most suitable given the teacher’s requirements. Or a student may be sent to a bank to open an account. 

globo en gijon

The methodology we use is the communicative approach through task work and projects. For those who are not linguists and unfamiliar with this terminology, we will make a brief summary. 

Task work is a structured lesson in which activities are sequenced.  The students have to solve a task that incorporates authentic use of language, rather than answer grammar or vocabulary questions. It is about enriching the teaching technique with a greater number of practical activities, inside of class and, if possible, outside of class which helps students learn and understand a foreign language in the least mechanical way possible. These are activities in which the target language is used as a communicative way to achieve a result.

globo en gijon

The teacher will propose situations in which the student must express himself in the language he’s learning. For example, a teacher may send someone to a bike shop to inquire about mountain bikes and the student has to come back with a clear result: what mountain bikes are for, types there are, their prices, etc. and which model would be most suitable given the teacher’s requirements. Or a student may be sent to a bank to open an account. 

Task work is not something that can only be done outside of class. It is possible to do it in class, especially using “information-gap activities” and “reasoning-gap activities” in lower level groups or through “problem-based learning” (PBL), which is oriented more toward students at higher levels. In PBL, students learn about a topic and communicate through the experience of solving a specific problem found in the material. This, for example, would be the case method that we would use in business courses. The PBL process does not focus on solving the problem with a single solution.  In this case, the target language would not be the important thing. Instead, this process of problem-solving allows the development of communication skills and other skills of the target language. 

In any case, all methodologies are centered on the student, and they have four clear advantages: 

  • improved commitment, behavior and participation from the students, which are key aspects to ensure their continued motivation for the subject and progression in their learning. 
  • use of the language in real situations, facilitating real understanding.
  • giving the teacher the ability to detect clearly and quickly the needs of the students.
  • development of self-confidence and independence using the language and better communication, even if not perfect.

Project work incorporates several tasks required to carry out a project long-term. It is more suitable for those students who come for two or three months of immersion.

Objectives by level

Do you wonder how many hours of study it takes to learn a language? We’re often sold the idea that a language can be learned in a short time and easily, that there is a “magic bullet,” but the reality is that really learning a language requires time and effort. But that does not have to be at odds with the idea that learning it can be fun. 

We have detailed according to level the estimated number of real hours and guided hours needed to learn a language, based on the Common European Framework of Reference for Languages ​​(CEFR), which is the structure that we work with. (Of course, it all depends on the aptitude of the person towards foreign language learning, the effort, and the proximity of the target language to the native one.) “Guided hours” refers to hours of class with a teacher. Obviously, hours of study or practice are required in real context, too, which is what we provide as well.

1st) Initial level or access: A1. = 90-100 hours (we do not include this in our program)

2nd) Platform level: A2. = 120-180 hours (A1 + 30-80 Guided hours), (A1 + 200 hours Real hours: both training and in context)

3rd) Threshold or independent level: B1. = 350-400 hours (A2 +170-20 Guided hours), (A2 +340-400 Real hours)

4th) Advanced Level: B2. = 500-600 hours (B1 + 150-200 Guided hours), (B1 + 300-400 Real hours)

5th) Effective Operational Mastery Level: C1. = 700-800 (B2 + 200-250 Guided hours), (B2 + 400-600 Real hours)

6th) Master’s or quasi-native level: C2. = 1,000-1,200 (C1 + 300-400 Guided hours), (C1 + 800-1000 Real hours)