Our history started in the school year 1990/1991 when in the attic of a family house the first 60 students started to attend the first 7 courses. The situation has been changing throughout the years and at present we have got students in 18 (1 of Russian language) group courses and 30 (3 of Russian language) solo courses. Some of the students have been with us for all these years and English has become their faithful companion. In 27 years we had 3077 people in our courses. Out of those 720 completed higher level coures.
Our courses have developed reasonable continuity so that the students motivation and interest in language learning as well as their language knowledge in general rise. Many courses have their so called “shadow parallels” because some of the students are able to proceed very quickly, whereas the others need more time and space. Our students can also attend two courses: a lower one and more advanced one. Learning to learn and take responsibility for the results is a long process.
For our little children we have developed a special course throughout the years. Our methodology is based mainly on practical experience. We have our own curricular model and the children create their first “pupils´ books” into their exercise-books. At this stage English is seen as a tool for the children´s personal development. Nevertheless, it is their first contact with the English language and it can give them an advantage (e.g. motivation) when it comes to further language learning.
We have students from Modra and its surrounding area, from Pezinok and Bratislava. It often happens that two, three or even all members of the same family attend different courses. Our students are diverse and unique, and we have to pay attention to what is going on in them. According to the theory of multiple intelligences we have to take into account at least seven kinds of smarts. There are many ways of gaining knowledge, because students view and interprete information differently. However, what our students have in common is a possitive attitude to the English language and willingness to study. In our courses we also support emotional learning and teaching, because we consider the affective side of learning as important as the cognitive one.