EUROLTA-Extended courses
The four EUROLTA-Extended seminars (certification phase) comprises 48 lesson hours of 45 minutes each. The seminars are delivered in German but are relevant for all foreign language teachers working with adults. Seminars take place on Saturdays and Sundays from 08:30-15:30.
Extended 1
| Day | Content | Sessions |
| Saturday | Seminar 1: EUROLTA Extended programme | 2 |
| Seminar 2: Combined skills | 4 | |
| Seminar 3: Difficult learners | 2 | |
| Sunday | Seminar 4: Motivation | 2 |
| Seminar 5: Project work | 2 | |
| Seminar 6: Teaching vocabulary 2 | 4 |
Seminar 1:
The trainers will provide an introduction to the series of Extended EUROLTA seminars and clarify assessment criteria, portfolio contents and certification procedures.
Seminar 2:
The trainees will discover methods to link the four main language skills together during the course of a lesson. They will also examine the reasons for certain skills normally being trained together.
Seminar 3:
Trainees will develop a sensitivity towards the potential difficulties that can arise in connection to learners in the classroom. Approaches for dealing with these potential problems will be introduced and trainees will evaluate a number of Tipps from experienced teachers on this topic.
Seminar 4:
During this seminar, trainees will explore the variety of reasons for adult learners to pursue a foreign language course. Whether the learner’s motivation is intrinsic, extrinsic, instrumental or integrative: trainees will learn to identify these differences and highlight the role of the teacher in maintaining and sustaining their learners’ levels of motivation.
Seminar 5:
In Mini-groups, trainees will prepare a joint project which will form part of their assessment portfolio.
Seminar 6:
The final seminar of the day shifts the focus to techniques for activating and revising vocabulary. These techniques will be tested and evaluated to build a model that trainees can demonstrate in their own classrooms in order to increase the autonomy of their learners. The importance of constant revision of vocabulary will also be highlighted, as will the benefits of developing learners own dictionary skills.
Extended 2
| Day | Content | Sessions |
| Saturday | Seminar 1: Authentic materials | 2 |
| Seminar 2: Individual tuition | 2 | |
| Seminar 3: Teaching multi-level groups | 4 | |
| Sunday | Seminar 4: Lesson planning 2 | 2 |
| Seminar 5: Conflict management | 4 | |
| Seminar 6: Language and culture 2 | 2 |
Seminar 1:
How can authentic material be most effectively used within the classroom? In this seminar we will concentrate on the options, advantages and disadvantages associated with using authentic materials. We will also discover methods for adapting authentic material for use with different groups of language learners.
Seminar 2:
We will then consider the differences (and similarities) between group and individual tuition. Which techniques, methods and exercise types work equally well in both contexts? How does the role of the teacher differ in each situation and what should be particularly borne in mind as a teacher.
Seminar 3:
The final seminar on Saturday is concerned with raising the trainees’ awareness of the problems associated with teaching mixed-level groups. Trainees will consider a variety of strategies designed to enable them to anticipate such problems and deal with them productively.
Seminar 4:
Our work on lesson planning will be developed in this seminar as we analyse lesson plans produced by the trainees themselves. We will concentrate on learning aims, possible problems, lesson stages and the learning process.
Seminar 5:
Thea im of this seminar is to develop an understanding of the potential conflict situations which can develop in the language classroom. Concrete examples will be used to develop strategies designed to diffuse these conflict situations.
Seminar 6:
Our second look at language and culture will investigate their inter-connectedness further and examine techniques for teaching them as a single unit in the language classroom. Trainees will familiarise themselves with techniques related to intercultural learning. They will dicuss the different typical mistakes made by learners from different cultural and language backgrounds. Through real-life examples, trainees will investigate the causes of these mistakes and develop strategies for dealing with them.
Extended 3
| Day | Content | Sessions |
| Saturday | Seminar 1: Lesson planning 3 | 2 |
| Seminar 2: Exams, tests and progress checking | 2 | |
| Seminar 3: Portfolio workshop | 4 | |
| Sunday | Seminar 4: New media | 4 |
| Seminar 5: Project work and "What next?" | 4 |
Seminar 1:
There are a large number of lesson frameworks for teachers to use to structure their lessons, e.g. Task based Learning, Present-Practise-Produce and Test-Teach-Test. We will take a look at some of the main frameworks and analyse them together.
Seminar 2:
Saturday’s second seminar will provide trainees with the chance to assess the full repertoire of progress checking mechanisms available to language teachers, such as formal tests, self-assessment, portfolios, etc. We will also look at a variety of formal language exams and how they are mapped to the Common European Framework of Reference for Languages.
Seminar 3:
In order to be awarded the EUROLTA certificate, each trainee is required to submit an individual portfolio and teach an observed lesson. The portfolio is composed of the written tasks submitted during the course, lesson plans produced, the group project, journal entries and homework tasks. This seminar will be devoted to going over the concrete requirements for each section of the portfolio as well as providing the opportunity to consider the topic of portfolios more generally.
Seminar 4:
The days of the tape recorder and blackboard are behind us. Language teachers today have a wide range of materials and media at their disposal. From interactive whiteboards to podcasts, from YouTube to e-learning, from online newspapers to forums on any topic under the sun: it is easier than it has ever been to bring authentic material into the classroom and to utilise this variety of input sources to motivate and inspire learners.
Seminar 5:
Our final seminar will provide trainees with a final opportunity to work on their project with the other members of their mini-group. Trainers will be on-hand to provide support and assistance with structuring, research and organisational aspects of the projects. Before the end of the seminar, we will turn our attention to the future and develop goals and plans for the trainees post-course.
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