Singapore

271 Bukit Timah Road, #02-02 Balmoral Plaza,
Singapore 259708

Tel:68870117 | H/P:91097874/97401213

Our Philosophy

A Student-Centered Approach to Teaching English Language

We believe that initial teaching should begin with the learner's existing knowledge and then develop further.

Who is guiding the Teaching Methodology at the Language Learner?

Dr Sepalika

Dr Sepalika is the Director of the Language Learner. She is a registered lecturer with the Ministry of Education (MOE) & the Ministry of Community Development, Youth and Sports (MCYS) Singapore

  • Dr. Sepalika obtained the Doctor of Education from the University of Durham UK and the Master of Education from the University of Sheffield UK.
  • She had done extensive research on Language Teaching Methodology and Beginning Reading & Writing Instruction for both Children and Adults.
  • She is also a writer.
  • The books written by her are based on Phonics and Sight Word Approaches to Reading and Writing. Her books are published and distributed all over by Marshall Cavendish under the name of Sepalika Gamini.
  • Her main specialities both in the Doctorate and the Master of Education include study of Language & Literacy and Child Development.
Dr Sepalika

Is the Language Learner Registered with the Ministry of Education in Singapore?

We follow the Singapore English Language school syllabus approved by the MOE. We continually revise and update our syllabus to keep abreast of new guidelines set by the MOE.

Our philosophy at the Language Learner is to facilitate individualised learning.

We assist students in creating achievable learning goals that are consistent. Then, help to develop their existing knowledge to a higher level to acquire their future aspirations.

  • Duration of our classes: Once a week for Two Hours
  • Low Teacher-Child Ratio: 3:12 (Three teachers for 12 students)
  • Kindergarten 1 & 2 - Phonics, Look Say, Whole Language & Writing
  • Primary 1 to 6 (PSLE)- Grammar, Vocabulary,Comprehension & Composition, Creative Writing Skills & Focus on Time Management Skills during Examinations at school.
  • Secondary 1 to Secondary 4 - ('O' Level Examination) Comprehension, Summary Writing & Oral skills
  • Advance Level Examination ('A' Level) English General Paper
  • Trinity College London Communication Skills Examinations to improve and help Oral Examinations in School.
  • Adults Spoken English Programme conducted by Native English Teachers
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What is the Philosophy behind our Teaching?

The Language Learner was opened in 2004. It is a registered learning centre with the Ministry of Education Singapore.

  • Individualised teaching methodology is our philosophy
  • Our small, friendly groups are arranged according to each student's ability
  • Individualised teaching sessions initiate independence

What is meant by Student-Centered Learning?

Student centered learning Student centered learning

According to Information Processing Theory when what is being taught is relevant to the student, he or she is more likely to retain information and participate effortlessly in the learning experience.

  • Our student-centered small group sessions helpthe teacher to have a clear understanding of the ability of the each learner
  • The learner is focused in what is being taught to develop further knowledge
  • Directing and assisting through individualised teaching is the key behind successful learning
  • Teachers in our class room act as "facilitators"
  • Student-centered learning allows students to work in ways that complement their various learning styles
  • As the student's confidence heightens in a student-centered atmosphere self-esteem and emotional expressions are encouraged

The Student-Centered learning approach at the Language Learner is based on the principals of key educational researchers as well as childhood theorists including John Dewey, Jean Piaget, and Lev Vygotsky.According to them learning requires the active, constructive involvement of the learner.

As Howard Gardner proved through his research, children learn in many different ways, and no one method is suited for all. So we believe in individualised teaching.

How do we facilitate one to one sessions in a classroom situation?

One to one teaching
  • We value students interactions with the teacher
  • We do not embrace large groups to one teacher approach
  • Low Teacher-Child Ratio: 1:4 (There are three teachers in the classroom at all times)

Our consultant

Ms. Wyverne Smith

Wyverne Smith is an Australian lecturer in education. She has lectured at the University of Southern Queensland and Charles Sturt University for the past 10 years. She was a lecturer in the Preschool Diploma in Singapore in the years 2002-2004, so she also has an understanding of teaching and learning in Singapore. Earlier, she has been a primary school teacher and an early childhood teacher. Her teaching degrees and postgraduate degree are in wide variety of education.

Publications
Hard, L., Smith, W., Angel, M., & Smith, G. (2009). Developing leadership self-belief in early childhood pre-service teachers; Challenges and successes. In A. Gibbons & C. Gibbs (Eds.),Conversations on early childhood teacher education: Voices from the working forum for teacher educators (pp. 185-195). Redmond: World Forum Foundation.
Smith, W. (2003). Learning about music. Watson:Early Childhood Australia Inc.
Smith, W. (2008). Learning a music instrument in early childhood: What can we learn from professional musicians memories of childhoods? Australian Journal of Early Childhood, 33(4), 54-62