Didactic courses for language teachers

Linguapolis language teachers like to share their knowledge and expertise with colleagues. Drawing on the most recent research and their many years of practical experience, they organise regular didactic training courses and workshops for educational institutions and organisations.

 

Cross-lingual didactic courses

Dynamic and Play-Based Learning

Participants are introduced to all kinds of language and communication games for the classroom. We propose variations on a number of classic games, give examples of how grammar and vocabulary exercises can be made more attractive by incorporating them into a game, and test a series of communication and pronunciation games. The purpose of the workshop is to extend the didactic approaches taken by language teachers and to offer insight into the benefits of play-based learning.

Correct or incorrect? A, B, C or D? – Creating reliable questions for tests

Teachers of Dutch as a Foreign Language evaluate their students in various ways. As part of a permanent evaluation system, they sometimes need to make use of short written tests. The purpose of this workshop is to provide insights into methods for creating reliable test items.

To this end, participants have the opportunity to explore a variety of test items. First, they are reminded of the benefits and drawbacks of closed, half-open and open questions. Subsequently, we look at practical examples of potential pitfalls in the writing of closed test items.

The Worth of Words

Without words, communication is impossible.

Successful and efficient vocabulary acquisition is therefore an essential part of learning and teaching languages. But what does that mean exactly and how do you do it?

In the first part of this workshop, we explore questions such as:

  • How many words can you introduce per lesson?
  • Which words should you and shouldn’t you introduce? And in which order?
  • How important is vocabulary knowledge if the course content emphasises the development of communicative language competencies?

The workshop translates recent insights from scientific research to classroom practice in the form of specific tips and examples for better vocabulary teaching.

The second part of the workshop presents ready-to-use examples from Dutch as a Foreign Language, French, English and other foreign language classes. Hands-on activities allow participants to discover for themselves the importance of a good approach to vocabulary semantisation and consolidation.

Bring Your Coursebook to Life

Coursebooks are useful instruments during language classes, offering both teachers and students a degree of support and structure. But we don’t want our students to fall asleep during class. This workshop will help you get (even) more out of your coursebooks. Participants will discover how to make coursebook exercises more active and interactive by making simple changes and transforming them into communicative tasks. The session obviously includes plenty of examples from practice. Participants will have the opportunity to transform a number of exercises themselves and exchange ideas. The workshop concludes with a series of tips to motivate teachers to approach and use their coursebooks differently.


Didactics of Dutch as a Foreign Language

Getting Started in the NT2 Classroom

Two-day workshop for new NT2 teachers working in adult education​

Many of those just starting out teaching Dutch as a Foreign Language (NT2) in adult education are underprepared. Teacher training often fails to provide sufficient insights into the needs of adults learning Dutch, but a good understanding of certain key aspects of NT2 teaching is essential if teachers want to get started in a didactically responsible manner. This course gives a brief introduction to a number of key points.

 

PROGRAMME

Day 1: Functional communicative tasks in the four skills  (Els Le Page)

Most adults don’t decide to learn a foreign language just for fun – they usually have clear needs and a clear objective. When NT2 learners see that their course matches their profile, they are more likely to be more motivated about learning the language and make progress more quickly and effectively.

We’ll look at how functional communicative tasks can contribute to this. The focus is on language proficiency and learning is based around familiar situations. But how do we make sure that learners are fully engaged in listening, speaking, reading and writing in communicative situations?

Interactive methods help learners work and learn together. The teacher’s role is to support, guide and coach.

We discuss a number of methods per skill and introduce participants to NT2 terminology along the way.

 

Day 2:

a) Vocabulary acquisition (Ginny De Vos)

Without words, communication is impossible. Successful and efficient vocabulary acquisition is therefore an essential part of learning and teaching languages. But what does that mean exactly and how do you do it?

In the first part of this workshop, we explore questions such as:

  • How many words can you introduce per lesson?
  • Which words should you and shouldn’t you introduce? And in which order?
  • How important is vocabulary knowledge if the course content emphasises the development of communicative language competencies?

The workshop translates recent insights from scientific research to classroom practice in the form of specific tips and examples for better vocabulary teaching.

The second part of the workshop presents ready-to-use examples from Dutch as a Foreign Language, French, English and other foreign language classes. Hands-on activities allow participants to discover for themselves the importance of a good approach to vocabulary semantisation and consolidation.


b) NT2 as a subject (Sabine Steemans)

Dutch as a Foreign Language (NT2) is a very different subject from the Dutch that native speakers learn. Native speakers learn many aspects of Dutch without thinking about it and these aspects are not covered by the Dutch classes taught in secondary schools. This course explores typical subject-specific NT2 expertise, paying special attention to the phonological system.


Didactic tips and tricks​
Class observations have revealed a number of typical pitfalls that many new NT2 teachers get trapped in. We provide tips to help participants avoid these pitfalls.

 

TARGET AUDIENCE

New NT2 teachers working in adult education who have not yet taken a course on the didactics of Dutch as a Foreign Language.


Didactics of Academic Dutch

Language Skills at the Start of Higher Education

Secondary school teachers are keen to make sure their pupils are prepared for higher education, including when it comes to language skills. This raises questions such as:

  • What language skills are expected of first-year students?
  • What kind of assignments do first-year students get?
  • What typical problems do language coaches and lecturers see?

The University of Antwerp offers prospective students an introduction to Academic Dutch and to what is expected of first-year students through the digital self-study materials available on the learning platform www.uantwerpen.be/aandeslag. The materials focus on the basic language skills needed for studying, such as reading academic texts, following lectures and writing assignments.

After a short introduction to the content of the materials, participants will have the opportunity to discover the platform for themselves, with a view to using it in their own lessons. Discussions with fellow teachers will then explore how the materials can be used to help final-year secondary school pupils.

This workshop is aimed at secondary school teachers, special educational needs teachers and pedagogical assistants.


Didactics of French

Dynamique dans la didactique

The coursebooks that are now appearing on the market attach increasing importance to language proficiency. But the step from knowledge to proficiency is not always an easy one to take. Language games can help pupils bridge the gap between their vocabulary and grammar knowledge and the application of that knowledge in linguistic tasks.

This workshop presents around 15 specific techniques that can be used to practise grammar, vocabulary and sentence structures. All of the techniques are fun and active, so that pupils can learn by playing. They have been developed in such a way that all pupils will have maximum chances to speak and practise. The correction aspect is included in the design of the exercises, so that the teacher’s role is more like that of a coach. The techniques can be adapted easily to suit the pupils’ level, the content of the coursebook and the teacher’s objectives. The game-like form also lends itself well to remedial teaching and/or group work – the teacher can focus on certain groups of pupils while the rest of the class carry on with the task and correct themselves.

Objectives:

This workshop presents ready-to-use techniques that can be used for a wide range of grammar points and vocabulary. It can be provided in French or Dutch.


Tailor-made workshops

If there are specific needs among a particular group of language teachers, then Linguapolis can develop a made-to-measure training course.

 

Linguapolis is a recognised provider of training courses in the training vouchers (opleidingscheques) and SME portfolio(kmo-portefeuille) scheme.

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