We provide language training services to public service employees in their workplace, for purposes of:
language skill upgrading
refresher language training
test preparation at levels B and C
We specialize in the French as second language program (PFL2) and the Communicative English at Work Program (CEWP). Our teaching resources are drawn from the 40 training objectives and four modules of the Canada School of Public Service, as well as the latest research findings in linguistics, psycholinguistics and andragogy.
The communicative approach aims to:
a) encourage clients to communicate in the language being taught;
b) maximize the time that clients spend actually speaking;
c) have the subject matter practised in communication situations that are of significance to the clients;
d) select a variety of activities that are meaningful to clients;
e) use authentic documents;
f) strike a healthy balance in the correction of errors, giving preference to ability to communicate fluently.
Adult learning approach
Our adult learning approach is based on the results of our research on learning and results obtained from personalized metacognitive support.
The adult learning guidelines consist in:
a) providing a plan for group activities and self-learning;
b) presenting the instructions and process for each activity, specifying:
i) what the learner has to do;
ii) the duration of the activity;
iii) the result to be achieved;
iv) the materials and tools to be used;
c) presenting the objective for each activity, specifying:
i) the knowledge or know-how that the activity is intended to develop;
ii) the connection between the activity’s objective and the objective of
d) providing learners with regular feedback on their strengths and the points that need work in relation to the established objectives;
e) conducting activities, taking account of learners’ needs, interests, life experience and different learning styles.
In adult education, interventions cannot be limited to just one type of teaching or one approach to teaching. Since there are differences in learning styles, the appropriate option will always be to differentiate interventions. For example, a visual learner will need a blackboard and data that are written down more than an auditory learner, who will have a greater need to listen. A kinesthetic learner will have a much greater need to handle things. Similar distinctions apply to the reflexive, analytical, cooperative and group types of learners. We take all of this diversity into account in our teaching methods.
Our adult learning approach is multidimensional. Its main axes are:
1. a socio-cognitive and socio-constructive approach
2. an approach centred on the client and his or her language needs
3. an approach anchored in the cognitive sciences
4. an approach rooted in adult education and youth special education
5. an approach based on a rigorous selection of teaching aids.
Linguistically, we have designed aids for teaching the French as a second language (PFL2) and English as a second language (ESL) programs.
We have employed this approach to create a successful learner profile which facilitates the evaluation of our clients, whatever their learning style or profile.
This program is reserved for clients with serious learning disabilities. The courses are custom-designed to meet clients’ needs after they undergo more extensive assessment of their learning challenges.
Quick Learning Group Inc. provides for liaison between the department or the employee’s management and the management of the training institution and takes new clients on board as they register. We accept requests for training made by telephone, but written confirmation must follow within two business days of the verbal request. Quick Learning Group Inc. will do its best to respond to all inquiries by email within 24 business hours. If this is not possible, Quick Learning Group Inc. will notify the project manager of the reason for the delay.
Note: Courses available days and evenings