ProLingua puts the learner at the center of the training and has as main objective to bring them to develop their communication skills in the most effective possible way. Our courses are not a simple transmission of content, but a true training of communication skills.
For each language there are more popular solutions that meet the needs of many. However, ProLingua always finds the most appropriate training for each learner.
The identification of the right course is the decisive step for achieving the best results.
For this reason ProLingua pays the utmost attention to the choice of the type of training through a route divided into 6 phases.
With an informative interview, our Didactics Coordinator traces the student's profile, identifying the objectives and assessing the needs.
With a written and oral test that can be carried out at school or on the Internet, we evaluate any previous knowledge and the current communicative skills of the language to propose an adequate path.
Personalized training path
The Didactics Coordinator evaluates the preliminary analysis and the test results. Then, elaborates a specific training program for the individual student. Depending on the time availability and the desired objectives: it may be a single course or a combination of modules that are assigned to a dedicated teacher.
ProLingua guarantees flexibility and a complete customization of the courses in order to ensure the best result: the teaching activities and the practical organization of the courses can be changed at any time based on the student's progress and new needs.
Each training course includes periodic assessments of the skills achieved.
In this way, the teacher updates their program lesson by lesson, always keeping in mind the objectives to be achieved.
Acquisition of communication skills
Our goal is to make our students express themselves in the language they want as soon as possible. We build communication skills (i.e. the ability to speak, understand, read, and write) that make our students able, firstly, to talk and be understood using the language, then perfecting grammar.
Our lessons are built from practical real-life situations to ensure students acquire relevant language skills, and include role-playing games, interviews, films, comics, debates and songs in order to create an environment that is as natural and stimulating as possible . Thus, the student is in a real and current cultural context, through the knowledge of traditions, uses, and mentalities typical of the reference culture of the chosen language.
At the end of each course we issue a language level certificate that is in line with the Common European Framework of Reference for Languages
(with no additional costs).
ProLingua International was among the first schools to adopt the levels of the Common European Framework of Reference for Languages (CEFR) in 1992. The result of a decade of work carried out by the best researchers in the field of language teaching.
The CEFR has become our reference because:
unifies the naming of linguistic levels;
provides guidelines for learning, evaluation and choice of teaching material;
ensures clarity in the assessment of the skills to be acquired throughout Europe;
describes in detail what a student is able to do at each level in the different areas of competence: oral comprehension, written comprehension, written production, oral production, mastery of some grammatical structures.
The student is able to communicate to satisfy primary needs. The student knows how to give and ask for simple information, using familiar and everyday expressions.
Example: the students know how to say their name, where they live, their job, etc.
The student is able to express themself in a simple and clear way on familiar topics concerning the personal sphere.
Example: the students can have a short conversation related to their jobs, their daily routines, their personal tasters. Students can describe objects, etc.
The student is able to express themself with complete information on familiar topics and knows how to treat non-routine topics and information in a simple and effective way.
Example: the students can talk about facts and experiences, they know how to talk about their desires and know how to shortly motivate their ideas and beliefs.
The student achieves most of the communicative goals set with ease. They can express themself on both concrete and abstract topics.
Example: the students can give sa dare full explanations of their opinions, they know how to criticize those of others, etc.
The student has the ability to communicate in an appropriate and complex way. They have the ability to deal with topics in the social, professional or academic fields, producing cohesive and coherent texts.
Example: the students can follow conferences and university lectures, they know how to Può seguire conferenze e lezioni universitarie, sa to discuss an opinion using the appropriate connectives, the most appropriate register for the situation, etc.
The student has the ability to use academic materials and is able to use the language at a level, in some respects, that can be higher than the average of native speakers.
Example: the students are able to read and listen to the same level as a native speaker, can emphasize, ironize, and use idiomatic expressions.