So how exactly do we help adults enjoy and progress in English? If you are interested in our professional answer keep reading!
We use an eccletic range of methodologies, in function of what we see is the most effective with adult students.

Blended Learning

Nearly all of our adult students are very busy people, with jobs, families and responsibilities. This means serious time commitments and a difficulty with fitting in to traditional teaching methods that involve travelling to and attending classes for many hours. So, at Inishouse, we mix face to face classes with plenty of work that can be done when and where learners choose to do it. We use email and online resources, as well as textbooks and readers.

Autonomous Learning

For our courses to be successful, adult students need to commit to doing some work at home, although when they do it is up to them. While this flexibility suits most adult learners, they often need to trained to work alone, to work autonomously. This means, as part of the course, we will help our learners to set realistic targets, to plan study time, to self assess, to select material, to discover new learning resources and strategies.

Neurolinguistic Programming

A third method we employ is Neurolinguistic programming, so we will consciously be working through the same material in a series of ways to appeal to different senses and different learner types. We will use audio, visual, kinesthetic and logical stimuli to help our adult students assimilate material.

Grammar Translation

At Inishouse we do sometimes draw on more classic methodology, such as Grammar Translation. Adults may sometimes translate or follow a dictation. In exam-focussed classes, students will be working closely within targets and formats typical for the set exams. However, while the targets cross over, the method and group dynamic differs. We will make use of verbal grammar activities: surveys, online quizzes, prezis, videos in classes that specifically target passing exams. Our primary focus, however is on real use of the language, grammar is not the principal objective, and as such most activities target communciation, even in 'exam groups'.

What we don't do

We do not spend entire classes trudging through a text book page by page. Students do 60% of the text book at home. We avoid translating everything, and by level B1, the classes are entirely in English. At lower levels the classes are principally in English, although there are occasional asides in Spanish, as we all understand the same language, we can use that to our advantage.

What we do do: Communicative Approach

As adult groups must do a significant amount of work on their own, and unlike in programmes for younger learners, we do make use of text books. This is because they help to provide students with a clear framework within which to work. However our targets are broader than those of the textbook index.They are stipulated session by session in the course guide at the beginning of the year. While we do dip in and out of the text book in class, we keep it to a minimum. The focus is on dynamic use of the language. Students only need to request it if there is something specific they need to do. And while there are occasional progress checks, to help students monitor progress, the only purpose of these checks is to ensure that students have assimilated material covered in class. We use them to inform our pace.

Preparation Oficial Exams

Exams are only relevant to the extent that some students decide to do them, our interest is in students really speaking and understanding the language.
At levels B1, B2 and C1, some students wish or need to take official exams. We are very experienced at helping students to pass these exams. We will give students plenty of practice, strategies, resources and orientation for TOEFL, EOI and Cambridge exams.All groups have a mix of students going for or not going for official qualifications.This mix of motivations is very positive for the course.