We follow a communicative approach as described by the Instituto Cervantes and the Council of Europe in their Common Framework of Reference (CEFR) for languages. The CEFR was developed to provide an international standard and common basis for the explicit description of objectives, content and methods in foreign language education: _It adopts an action-oriented approach, describing language learning outcomes in terms of language use. _It has three principal dimensions: language activities, the domains in which they occur, and the competences on which we draw when we engage in them. _It divides language activities into four kinds: reception (listening and reading), production (spoken and written), interaction (spoken and written), and mediation (translating and interpreting). _It provides a taxonomic description of four domains of language use (public, personal, educational, professional) for each of which it specifies locations, institutions, persons, objects, events, operations and texts. For reception, production, interaction, and some competences the CEFR defines six common reference levels (A1, A2, B1, B2, C1, C2), using “can do” descriptors to define the learner’s proficiency at each level. These common reference levels provide a basis for comparing foreign language curricula, textbooks, courses and exams. Together with the rest of the CEFR's descriptive apparatus, they are also used to support the design of curricula, teaching programmes, learning materials and assessment instruments (language passport). Courses are not separated into modules for each skill, that is, a specific part of the class and timing for grammar, another for speaking, a listening section... The communicative approach emphasises interaction as both the means and the ultimate goal of study and is based on the idea that learning a language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn how to use it despite linguistic limitations. All skills are interconnected and, depending on different aspects, they will be addressed and organised based on what teachers and the academic management team believe is going to be more effective for students to develop communicative abilities. For some reason, many people still think it is all like in old times when grammatical competence was commonly given top priority, just a bunch of rules and fill in the gaps but little practice, but that is far from the way things are done nowadays : ) Classes are conducted monolingually in Spanish without the use of the students’ own languages, even with absolute beginners, by our team of highly trained and experienced native teachers. No previous experience whatsoever is required. Our syllabus of contents is organised week by week, which means that our regular group classes are not standalone sessions: coming at different times on different days is therefore not possible, being necessary to stick to the schedule arranged by the school.

For it to be effective, it is recommended that learning takes place through the target language. Learners, in order to acquire (internalise) it and develop proficiency, need as much exposure as possible to Spanish at all levels of instruction (and also beyond the classroom). For many of our students, time spent in class is the only opportunity in their day to experience the language: maximising it by providing an immersion environment prepares them for success in the real-world. Just like learning to ride a bike, drive or cook, learning to use Spanish is best achieved by doing with proper guidance: in our case, from highly trained, experienced, qualified and dedicated professionals. Teachers ensure that students are able to understand what is being said, read, heard or viewed and what they are doing, for which they use a variety of strategies to facilitate comprehension and support meaning making: _Provide comprehensible input that is directed toward communicative goals _Focus on meaning before details _Provide a language-rich environment _Make meaning clear through body language, gestures, and visual support _Conduct comprehension checks to ensure understanding _Negotiate meaning with students and encourage it among them _Elicit talk that increases in fluency, accuracy, and complexity over time _Encourage self-expression and spontaneous use of language _Teach students strategies for requesting clarification and assistance when faced with comprehension difficulties _Offer feedback to assist and improve students’ ability to interact orally in the target language As a result of classes being taught in a language other than the target one, you may often see students who have textbook knowledge of Spanish but who are unable to communicate in it. Learners can only acquire language when they are exposed to significant levels of meaningful communication and interactive feedback which is achieved in class through the input that teachers provide. It goes without saying that, although we advise against it, if students still prefer to have classes taught in another language (we have teachers who are fluent in English, German, Italian, French and Russian), that is perfectly fine and we can adjust to their requests, but only when doing private classes (very limited availability, though).

We like our courses to be perfectly structured to meet the standards of both the Council of Europe and the Instituto Cervantes. For that reason, instead of using photocopied materials, we prefer to rely on well known and professional textbooks carefully selected by our academic team which serve as a guide and help students have contents properly organised. The books we normally use are Aula plus by Difusión (A1-B2), although depending on the level and the characteristics of each group we may also use other books such as Prisma (Edinumen), C de C1 (Difusión), Vitamina C1 (SGEL) or Preparación al DELE (Edelsa). Books, as well as any complementary photocopies teachers may provide, are absolutely free if you borrow them from the school. We just need a deposit (in case something happens to it) which will be refunded at the end of your course when you return the book. If, for whatever reason, you forget to do so on your last day of class, you can bring it back during the following week, no problem. Obviously, this means that you cannot write on books and that you must take good care of them. For that reason, if you prefer to buy them (brand new copies, not used), you can do it here at the school (€25 each, around 5-8 weeks are covered per book) or simply bring them along if you already have them, know someone you can borrow them from or find them cheaper elsewhere. You will just need to bring something to take notes: pen and notebook, some paper, tablet or similar… It is not necessary to have a dictionary, but you can obviously bring it along too if you think it could come in handy.

Teachers may give homework sometimes if they consider it necessary to help students and depending on the contents being addressed in class, needs and progress of the group and other practical aspects, but should not take more than a few minutes : )

Teachers do not change every week, they usually stay with their groups until the end. There could still be cases from time to time, though: teachers may fall sick or go on holiday, they may need time to be with their families or to take care of other personal commitments... In any case, reasons can be many, but decisions are not arbitrary, they always respond to a necessity. Since programmes, contents and materials are planned by the academic team, these will not be affected. Obviously, if doing a private course, students can choose at the time of booking which teacher they want to have classes with (availability will most likely be limited, though).