Working with us



Our Approach

We commence a state project with a comprehensive needs analysis. This helps us to uncover the existing beliefs, attitudes and values of teachers, and students on the use of English language in the classroom and to develop a needs based training programme.

This approach to planning and designing of large-scale teacher development programmes forms the basis of our current engagement with state partners.

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What we offer

We offer a range of products and services

Teacher development programmes for primary, secondary and tertiary teachers focussing on areas such as
- Classroom English
- Learner Centred Methodology
- Mentoring and Trainer Training
- Learning Technologies in the Classroom
- Teaching Knowledge Test (TKT) preparation
- Materials development

Free access to a range of online resources and fora
- TeachingEnglish – your global home  
- English Language Teachers’ Contact Scheme (ELTeCS)
- Talking English e-Newsletter
(please subscribe to receive the e-newsletter)

Hornby Seminars and Hornby Long Term Scholarship

English Language Teaching Qualifications such as Cambridge Certificate of English Language Teaching to Speakers of Other Languages (CELTA) or Cambridge Teaching Knowledge Test (TKT)

International English language qualifications for students and teachers

Research and Consultancy

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Our methodology

We do not prescribe one particular methodology. Our approach involves designing programmes appropriate for the educational context and the needs and priorities of all stakeholders, which are based on principles of effective teaching and learning.

Overall, our programmes are based on the following seven guiding principles, which represent our basic belief of English language learning and teacher development.

We believe that:

English is best acquired through communication and students should be given as much opportunity to use it in the classroom as possible
collaboration through task-based group and pair-work has a very positive effect on learning
teachers and students become motivated and develop a positive attitude to learning when it is engaging and fun and relates directly to their needs and context
change can only be achieved if teachers are encouraged to reflect on their current teaching practice and their personal beliefs about teaching
through experiential teacher development activities such as peer teaching and lesson planning, teachers can practice and develop their teaching skills and knowledge more effectively
teacher development programmes should provide a mix of teaching skills and subject matter knowledge
the relationship between the teacher and student or the teacher and trainer is fundamentally important and should be based on mutual respect and understanding

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