Fun and interactive is the way to go!

We maintain that adult education is most effective when it is experience centered, related to learners’ real needs, and directed by learners themselves.

We build on the experiences and language of learners and invite them to discuss their experiences and provide activities that will allow them to generate language they have already developed.

We use learners as resources and ask them to share their knowledge and expertise with others in the class.

Sequence activities are very important to us in an order that moves from less challenging to more challenging, such as progressing from listening to speaking, reading, and writing skills.

We build redundancy into curriculum content to help overcome problems related to irregular attendance common in adult classes.


We combine life-skill reading competencies (reading medicine labels, writing notes to the children’s teach- ers, filling out forms) with phonics, word recognition, word order, spacing words in a sentence, reading words in context, and reading comprehension.

We use cooperative learning activities that encourage interaction by providing learners with situations in which they must negotiate language with partners or group members to complete a task.

We include a variety of techniques to appeal to diverse learning styles.



A1 (basic user)

I can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. I can introduce myself and others and can ask and answer questions about personal details such as where I live, people I know and things I have. I can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. (according to the Common European Framework of Reference for Languages).

A2 (basic user)

I can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. I can describe in simple terms aspects of my background, immediate environment and matters in areas of immediate need. (according to the Common European Framework of Reference for Languages)


B1 (independent user)

I can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can produce simple connected text on topics which are familiar or of personal interest. I can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. (according to the Common European Framework of Reference for Languages)*

B2 (independent user)

I can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in my field of specialisation. I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. I can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. (according to the Common European Framework of Reference for Languages)


C1 (proficient user)

I can understand a wide range of demanding, longer texts, and recognise implicit meaning. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social, academic and professional purposes. I can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. (according to the Common European Framework of Reference for Languages)

C2 (proficient user)

I can understand with ease virtually everything heard or read. I can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. I can express myself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. (according to the Common European Framework of Reference for Languages)