Learning in the beautiful environment of Edinburgh

The language learning program at ELA is based on Communicative Language Teaching (CLT). While learning outcomes are set in the student handbooks and syllabi, to help learners achieve all four competencies, not simply grammatical or formal linguistic competence, classroom techniques are also designed so that learners must practice interpreting and using oral and written language meaningfully, functionally, and pragmatically to achieve many specific purposes. ELA students are encouraged to use the language structures and strategies being taught in unrehearsed oral and written contexts.

ELA students and their teacher

discussing different types of jewellery and precious stones outside a jewellery store

Pre-planned, materials-supported activities are a great way to introduce or review concepts, but by themselves they cannot produce fluency. As a student advances from beginning to intermediate to advanced levels, unrehearsed instances of language use should become more frequent and sustained. ‘Unrehearsed’ does not mean unrelated to the lesson plan or unrelated to materials used in class; it means that a student is placed in contexts where he/she needs to use the grammar, vocabulary, or language routine being taught in contexts that are not directly prompted by the student texts or workbooks he or she is using in class.

ELA students and teachers visiting the National Museum of Scotland and Surgeon’s Hall

after lessons revolving around the natural world and jobs

ELA teachers are expected to conduct an interactive class in which the students’ use of language is maximized and the teacher’s use of language is minimized. The classes at ELA are designed to be very student centred as opposed to teacher centred. Grammar, Writing, Reading Comprehension and Vocabulary, as well as Listening Comprehension are taught communicatively with a high level of student participation in the process of negotiating grammatical, lexical, idiomatic, contextual and discourse meaning. Our teachers are encouraged to plan some outside of class time specifically for helping students use the language in the environment.  Any timely and appropriate conversation topics are welcome, and teachers are urged to discuss current events and issues in class, and organise inspirational field trips where the students can interact and use the language structures they are currently studying.  

Students and their teacher

discussing freedom and religion at the General Assembly Hall of the Church of Scotland

We believe that language can be more memorable when learnt and/ or practised in its natural context. By learning in the environment we intend both lesson time spent outside of the classroom, and the teaching of functional language that can be put to immediate use both inside and outside the school. The teacher may choose to take the students on a walking tour. Teachers should be sure to include plenty of functional language in their lessons and set as homework authentic tasks drawing on resources in the local environment, host families, friends, etc.

Students and teachers talking about the Heart of Lothian

 This can also be done by setting tasks for the students that require them to interact with members of the public in order to get the answers. Ultimately, we believe in making the language a relevant, useful and fun tool to use when getting to know the Scottish culture and ways.

ELA teacher explaining to students what the various elements of a kilt are