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 The TEK Programme is an interactive teaching programme   designed to create the optimal learning environment for

 non-English speaking children 

YOUNG LANGUAGE LEARNERS

THE EARLIER YOU START, THE EASIER IT'LL BE

Research tells us that you must begin learning a new language before the age of 10 if you wish to achieve native fluency.

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  • But what’s the best way to teach children English? 

  • How to encourage them to start and keep them engaged?

  • Which topics should be taught when, and how?

  • How to make it fun, but efficient?

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These are the questions that led us to create the TEK Programme.

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OUR APPROACH TO LEARNING

AS EDUCATORS, OUR OBJECTIVE IS TO KEEP OUR LEARNERS ENGAGED, MOTIVATED & CHALLENGED

ENGAGED

This is achieved by creating a comfortable and fun environment. Engagement is established through interest and enjoyment, which is why our sessions revolve around amusing games, activities and exercises.

MOTIVATED

Our aim is to instill a growth mindset. Our approach helps young learners recognise that they have the ability to learn English outside of the classroom and its discouraging evaluation system.

CHALLENGED

Through our structured teaching programme, learners begin at an appropriate level that reflects their age and stage. With no set pace or order, our teachers adapt to each learner’s needs.

GENUINE & POSITIVE INTERACTIONS

IMMERSING CHILDREN IN ENGLISH THROUGH MEANINGFUL INTERACTIONS

COMMENTING

To reinforce and model words, grammar & figures of speech.

"I see that you're drawing a snake. It's going to be very long. How scary!"

PONDERING

A non-threatening way of posing a question to generate curiosity.

"I wonder how many animals you could name in 2 minutes..."

CONNECTING

Making connections help children build on prior experiences.

"Do you remember when we drew the fish?

What other animals

can swim?

USING EMOTIONS

Talking about feelings helps children manage & identify their emotions.

"i don't like it when

you don't share.

it makes me sad. 

MAKING DECISIONS

To simplify the decision process & introduce new vocabulary.

"Shall we play the animal game or do the parts of the body song?"

SIMPLIFYING QUESTIONS

ENCOURAGING & PROMPTING THE RIGHT ANSWER MAKES CHILDREN MORE COMFORTABLE & WILLING TO TAKE RISKS

  • "ARE YOU READY?"

  • "Are you happy or sad?"

  • "DO YOU LIKE DOGS?"

  • "HAVE YOU FINISHED"?

  • "WHAT ARE YOU DOING?"

  • "WHAT MAKES YOU HAPPY?"

  • "WHAT CAN YOU SEE?"

  • "Can you describe the..."?

  • "WHAT colour is that...?"

  • "Is that a horse or a goat?"

  • "Does it begin with the letter f?"

  • "Is her hair black or brown?"

CLOSED QUESTIONS

These questions provide the learner with a a single option to choose from, making them easy to understand for beginner learners.

OPEN QUESTIONS

Most effective when there’s context, open questions encourage learners to think and independently identifying a possible answer.

CONCEPT-CHECKING

QUESTIONS

Particularly important when checking a learner's comprehension of a particular concept. We can also prompt the learner without providing the answer or imposing our idea.