Course Description
Teacher training for pre-service teachers is vital, but real awareness of what teaching actually is comes with experience—often overwhelming and leading to burnout. This refresher course revisits language teaching methodology and offers a safe space for in-service teachers to share strategies, challenges, and personal growth, supporting their professional development.
This course provides educators with a structured opportunity to revisit core principles of language teaching methodology and adapt them to contemporary multicultural and multilingual contexts. Through interactive sessions, participants will explore teaching strategies, classroom management, assessment practices, and intercultural communication techniques. The program emphasizes reflective practice, collaborative learning, and the development of adaptable teaching materials to prepare learners for globalized educational and professional environments.
Objectives
- Knowledge
- Understand key concepts of language acquisition and teaching methodology.
- Recognize cultural dimensions that shape teaching and learning styles.
- Identify strategies for integrating intercultural competence into language education
- Skills
- Design and adapt lesson plans for diverse learner profiles.
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Apply effective classroom management techniques.
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Implement assertive communication tools (e.g., I-statements) for conflict resolution.
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Use peer and self-assessment methods to foster learner autonomy.
- Attitude
- Develop openness toward diverse educational values and styles.
- Foster empathy and respect for intercultural differences.
- Embrace reflective practice as a tool for continuous professional development.
- Autonomy and Responsibility
- Take responsibility for creating one’s own learning environments.
- Initiate applying innovative teaching strategies.
- Engage in collaborative projects and peer feedback for professional growth.
Learning Outcomes
Lessons include some frontal work, with the majority of time spent in small groups and pairs.
Discussions, reflections, project work and collaboration are paramount
Participants will have analyzed their teaching and learning experiences through deep reflection
Participants will have created 3 pieces of tasks on methodology to take home to their respective teaching communities for dissemination
Peer and self – assessment strategies
Assignment and assessment
In-class presentation of three tasks
Peer and self – assessment strategies
Learning Programme and Tasks
|
DAY |
TOPICS & TASKS |
| Day 1 Foundations, context, stakeholders of teaching:
Englishes and information flow, Learners, Teachers, |
Introduction, course objectives, Expectations, Backgrounds, Information flow, Intercultural speaker, Reasons and contexts for learning, Learner differences, The importance of student motivation, Responsibility for learning,Describing good teachers, Who teachers are in class, Rapport, Teacher tasks, Teacher skills, Teacher knowledge, Art or science? |
| Day 2 Features of teaching:
Features of learning, Features of teaching, Values in education |
Children and language, Acquisition and learning, Different times, different methods, Elements for successful language learning (ESA)lesson sequences and planning, Cultural values of education, Learning styles in different cultures, Teaching styles in education, Principles in education and their underlying values – own preferences vs. educational organizational culture |
| Day 3 Actions:
Teaching the language system, Lesson planning, Testing & Assessment |
Teaching specific aspects of language, Explaining meaning, Explaining language construction Practice and controlled practice, Examples of language system teaching, Mistakes, slips, errors and attempts, Correcting students, Reasons for planning, A proposal for action, Lesson shapes, Planning questions, Plan formats, Planning a sequence of lessons, After the lesson (and before the next) Reasons for testing students, Good tests, Test types, Marking tests, Designing tests |
| Day 4 Application: Books and skills:
Using course books, Teaching the four skills |
Options for coursebook use, Adding, adapting and replacing, Reasons for (and against) coursebook use, Choosing coursebooks Skills: Reasons, Different kinds, levels, skills, principles, sequences, issues, suggestions |
| Day 5 Application: Classroom management and troubleshooting:
Classroom management, Problems and possible solutions, Assertive communication in managing classrooms (I-statements) |
The teacher in the classroom, Using the voice, Talking to students, Giving instructions, Student talk and teacher talk, Using the L1, Creating lesson stages, Different seating arrangements, Different student groupings, Different level students, big classes, uncooperative and not-working students, unwilling to talk, problems with understanding audio tracks, The five part I-statement assertive communication |
|
In Pula only: Preparation, Presenting & Summarizing techniques |
Developing ideas for SPRE & practice delivering SPRE project presentations, Evaluation, round-up, course feedback |
Dates and Prices
| Language level: | English B1 and above* |
| Locations: | Pula (Croatia) |
| Time: | 9 AM to 2:30 PM daily (extracurricular activities outside of learning activities) |
| Dates: | Pula: 20-25 July 2026, 27 July - 1 August 2026 (6 days, 30 lessons) |
| Price: | €510 (6 days) - including an extracurricular activity and a welcome lunch or dinner |
*The language of the course is English, linguistic aid may be provided for speakers of Hungarian with lower language abilities.
Target Group
This course is designed for educators of all levels and languages as well as individuals interested in learning and teaching.
Conditions
The course complies with all rules as set in the Quality Standards of the Erasmus+ program. Courses are including an extracurricular cultural activity and a welcome lunch or dinner, and study groups are international. Note: should the latter condition not be met, participants will be informed 40 days in advance.
Payment facilities: participants with funding from the actual year’s project budget may ask to request a deposit of EUR 100 to guarantee their places on the course and pay the rest of the fees later.
It is possible to take part in 2 consecutive courses, please book both separately. A price reduction of 15% will be applied.
This course is hosted by Babylon Academy (OID: E10339970) in Budapest (Hungary) and by Talijanska srednja skola Dante Alighieri (OID: E10101077) in Pula (Croatia).