The Method - what is MULTIMEDIA LINGUALEARN?

The MULTIMEDIA LINGUALEARN brand was conceived in 1991 by Vilma Gregory and uses multimedia and web based language learning solutions involving digital audio, digital video, animation, graphics, text and voice recognition technologies. The delivery options vary from CD-ROMs, interactive e-Learning web sites and DVD-ROMs.

The concept is to train language learners in an accelerated manner where they learn more, in less time, with greater stimulus and most importantly, “learn how to learn a language” in an amazing 24 contact- hour period, with supplemental aid from customized online courses and workbook exercises.

The Multimedia and web-based method also places emphasis on language learner reproductions since all participants will engage in a digital production process, allowing them to store, archive and retrieve their oral and written expressions in the form of CD-ROMs and interactive e-learning portals on the WWW (World Wide Web).

The LINGUALEARN PEDAGOCICAL method: a summary

•      The aim is to teach learners “how to learn a language”, rather than let them be taught using the traditional expository methods. The LINGUALEARN product promotes continuous interaction and self evaluation as the overriding facilitator-learner relationship. It also uses the industry-specific approach for adult language learners such as those in the hospitality and tourism industry.
   

•      The LINGUALEARN method aims to achieve a minimum average of 65-70% communicative proficiency level as an ideal target for all participants learning the language for the first time.  At the start of the workshops, all persons will be made aware of the proficiency target and will be encouraged to use the checklist, workbooks and multimedia tools as a guide.
   

•      LINGUALEARN aims at a multi-sensory approach, using the different media to stimulate the learning process based and this is based on sound pedagogical principles. The specific multimedia elements will be digital sound, images, graphics, animation and video which are all added to text and dialogues in order to simulate a full learning environment.
   

•      A self-evaluation or feedback tool is used based off the hourly lesson plans for the 24 hour period and these are very consciously linked to the learning checklist as a guide for what is mastered and what is not mastered.

The findings of the self-evaluation are shared with the facilitator in the target language after every six hours. Native speakers will also visit the sessions for real-life contact with the language and for exposure to native speaker linguistic and paralinguistic habits and customs