Our Educational Project
ANGLOPHILES ACADEMIC’S EDUCATIONAL PROJECT
Our desire is for the students to achieve real progress in the language of their chosen stay and therefore to offer our participants various supports, tools and activities that allow them to facilitate their fluency in the language of their choice.
We want every young person to feel confident in both their oral and their written participation. The emphasis is on communication in language lessons and thanks to the various adult stakeholders (teachers, facilitators, center directors, host families) who supervise the children; they facilitate the building of trust and give each the space to speak.
We want to facilitate the cultural assimilation of young people, by giving them a taste for discovery, respect for other cultures and pass on to them both the heritage of the country in which they are staying and the current life of its inhabitants. From childhood to adolescence curiosity is a real force; we use it to give our participants the possibility of a real living image of the country in which they are staying, and not a school image frozen in a book. We want our participants to witness the current society of each country visited.
Learning or improving a language is absorbed all the more easily when it is done with pleasure. This is why we put forward the notion of the pleasure of discovery, of self-esteem that everyone derives from the progress they make. We want the young people who take part in our stays not to be constrained by a language, as they can sometimes feel in the school system, but to be called upon fully and individually to be participants in it.
Our objectives are to help young people’s progress, regardless of their age, both in terms of vocabulary, as well as the perfection of knowledge learned at school or during more personal learning, but also to consolidate linguistic automatisms. It is obvious that some automatisms can only be fully understood and used if they are applied in a real context and concrete situations of everyday life. This is what our language lessons prepare them for.
We want to promote quality stays, that is to say, taking into account each young person in his or her individuality, in terms of accommodation, language courses, the activities we set up, but also the supervision
The desire for the student to progress in the language is our priority objective. This involves the teaching methodology, the supervisors, and also the information communicated to the participants before each stay.
Choosing a quality environment also encourages us to ask ourselves the question of respecting it. We therefore want to make our young people aware of respect for the environment, not in a general way but in a concrete way, in everyday actions (encouraging waste sorting, saving water and electricity, reusing paper etc.) and exactly as for language courses, by fitting it into the reality of what young people experience while staying. This is our participation in sustainable development.
Finally, we do not forget the essential notions of safety so that young people can flourish. We apply a high supervision rate, so that we can supervise each young person and not just the group as a whole. So that each young person has an unforgettable stay, we organise diversified, quality activities that support language learning but also are a source of fun, as the young people are on holiday.
Travel is naturally a source of discovery and also a means of transmitting values that we consider essential: tolerance and openness, with respect for others. Our role is to give young people the essential keys to understanding the different cultures they encounter during our stays and to form their own opinions. Respect for others also extends to the comrades of the group and to the adults involved in the stay. So that young people can live together in good harmony. The rules of life are laid down on the first day. Far from being limiting, they seem to us necessary for the community life inherent in our stays, whatever it may be. Citizenship education goes through parental education, school education, and we also want to get involved in this area. For us, citizenship means helping developing adults to live well together and to be aware of their rights and duties. This is also how our rules of life respond to the scale of our stays, to our participation in citizenship education. Our supervisors are role models for young people in their behavior, in the face of unusual situations that may be misunderstood or misinterpreted by our participants. We encourage them to understand another way of living without judgment or criticism.