Teaching techniques

Knowledge and know-how are defined ahead of training after a study of students’ notional and functional requirements according to the contexts in which they will need to communicate.

These are then broken down into communicative competences on the scale of levels of the Common European Framework of Reference for languages (CEFR).
The techniques of imparting knowledge and know-how at ALIP are varied and constantly changing. The teaching team keeps itself up-to-date on the latest teaching research and implements it according to the expectations and requirements of students.

They intervene in the various learning phases, based on a spiral progression:

The phases :
Phases 1


Knowledge and know-how are discovered through an inductive method, leading the student to play an active part in the learning process and activities to identify and formulate the rules.

Phases 2


Through structural exercises, carried out in context, in class or individually, the students assimilate the notions studied.
à structural exercises and guided activities in context.

Phases 3


The use of role-play and simulations then enables the students to fix their knowledge.
à semi-guided role-play and unguided simulations.

Phases 4

Reinforcement and remediation

A notion is revisited after several lessons but from a different point of view in order to verify its acquisition and, if necessary, to correct any remaining difficulties.

Phases 5


In order to support students through these phases, to check their acquisition but also to reinforce their assimilation of the different skills they’ve worked on during the different courses, students are invited to build projects. Whatever they can do – create a school newspaper, shoot a television news, make a lipdub, write a cultural guide for of newcomers, create a forum for students, orother projects – our students are encouraged through the main courses or workshops to practice the language while performing group projects.