A Language Garden in the Desert: Bustan Al Qusas

David Vale, UK

David and Ana Vale are consultants and trainers in Primary & Foundation Years Education relating to language, literacy & communication (LLC) – in both L1 and L2 (EFL). They have directed the development and publishing of low (and no) cost, local stories and LLC kits for children/teachers, as well as SCILL-based professional development programmes for teachers across the Americas, Europe and Asia. They have worked directly with more than 8.000 teachers of young children, in 30+ countries. David and Ana are the authors of The Language Tree (Macmillan), and David is the author/co-author of Teaching Children English (CUP), The Cambridge Picture Dictionary, Storyworld (Macmillan/Heinemann), and The Grammar Tree (Macmillan). Since 2002, they have also worked in informal/development education, where resources are minimal, for example, with Ministries and NGOs that support children in Mexico, Brazil and India. The latter experience included work at a Children’s Science Centre – where the brief is to deliver ‘science’ and ‘language’ to children via local stories, and no-cost ‘toys’ – made from junk. In April 2008, they devised, planned and established - and presently direct and deliver - the ‘Bustan Al Qusas’ (Garden of Stories) Project in Dubai. This work has been recognised as the most (quietly) successful educational programme for developing Arabic language, literacy and communication skills - for young children in the UAE in recent years. They are in the process of supporting the development of two national projects in East Asia – relating to YLEFL.
E-mail: davidpvale@gmail.com

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Introduction
Background: Planting a garden of stories in a desert
A project that creates a ‘Virtuous Cycle’
An approach that offers an alternative to SWoTs.*
An approach that invests in teachers
Reflections

Introduction

After Macmillan published our series, Language Tree & Grammar Tree in 2002 (a total of 24 books!), Ana and I began working and researching within wider mainstream, informal and development educational contexts where resources were poor-to-non-existent, classes were large-to-vast, and where access to training for teachers/educators was very limited. As a practical way forward, we combined our experience as teacher-trainer-author-editor-designer-publisher – and developed in-service training programmes which turned teachers into the authors of their own classroom materials – centred on original stories that we would also help them to create. Such an approach provided a format for extensive professional (and personal) development – that is 100% relevant to local – and often difficult teaching/learning environments.

Over the last 8 years, we have developed our work into a teacher training and materials development Model– let’s call it a SCILL approach (Stories at the Centre of Integrated Language Learning). In a training context, SCILL allows us to develop the ‘virtuous cycle’ between the creation of ‘a language/literacy learning kit’ by teachers (= teachers as authors/owners of their classroom materials) – and their in-service, professional development. The Model has proved highly effective in YLEFL contexts, and also in support of L1 development.

We have shown, for example in countries as diverse as Dubai (as Directors of the Bustan Al Qusas Project – funded by the Mohammed Bin Rashid Foundation), India (as Researchers in liaison with the Children’s Science Centre, University of Pune), Macedonia and Vietnam (as Consultants under a British Council umbrella) that the results of this cycle include:

• Good → better → best classroom practice;
• Good → better → best classroom practitioners;
• Good → better → best didactic materials for classroom practice

For example, in Dubai (L1 & YLAFL) and in Vietnam (YLEFL):

• Within a workshop (24-40 participants) context, we helped teachers/trainers to create (illustrate and publish) original stories (28 – to date in Dubai), which relate not only to their own culture and traditions – but also to the themes of their national curriculum. With these stories as learning centres, with our support, the teachers & trainers went on to develop cross-curricular, language learning kits, based on individual Picture Lesson Plans (PLPs) – which can be used for both classroom and mentor-training purposes;
• The “ownership”, personal use & evaluation of these stories/PLPs led to (awareness of) better classroom practice (i.e. professional & personal development), which in turn led to the creation of better materials (authorship & publishing), leading to better classroom practice (further professional & personal development), and so on.

This cycle continues long after the ‘workshop stage’ is over – and the ‘SCILL Model’ has proved to be sustainable as follows:

• Professionally – in terms of generating further professional & materials development, pro-actively carried out by the teachers themselves;
• Economically – in terms of paying for itself via eventual sales of the stories and integrated classroom kits.
• Personally – in terms of building the value(s), confidence & self-esteem of each teacher/trainer.

This Model has generated other ‘virtuous cycles’, such as the creation of original stories/other text genre – as well as their own didactic materials - by children – as part of their learning process. It’s exciting stuff.

Background: Planting a garden of stories in a desert

The BAQ Project is located in Dubai. In the UAE, Arabic has become a poor language ‘cousin’, a second language – to English. Moreover, our research indicated that children are often ‘taught’ to dislike Arabic – since schools mainly adopt formal, ‘from the front of the classroom’, approaches to the learning/teaching of Arabic.

In contrast, from Kindergarten onwards, huge-to-vast amounts of Government time & cash are poured into teaching young children their core subjects (Maths and Science) – in English, adopting a ‘CLIL-like’ approach. While the demerits and dangers of CLIL, and teaching core subjects to children in a foreign language, are outside the remit of this article, it’s worrying that the value(s) of Arabic - its richness and traditions, culture & knowledge – are fast disappearing from the Gulf region.

Against this backdrop, Ana and I were invited to Dubai in January 2008 by the Director of Magrudy Education to explore the feasibility of setting up ‘a not-for-profit Project’ to develop materials for the teaching of Arabic, as a mother tongue, to local children, K-5 age range (4-11 years old).

A project that creates a ‘Virtuous Cycle’

Bustan Al Qusas (BAQ = Garden of Stories) started life as “a Project”, devised and directed by ourselves and based in Dubai. Within an in-service, workshop context, and as a negotiated part of their professional development, a workshop number (30) of local teachers of Arabic to children, working in micro-teams of 4-5, undertook the task of creating original/traditional stories and related didactic materials to support 2 years of teaching language & literacy in Government and Private sector primary schools and kindergartens.

As a starting point in this process, we identified the current national curriculum ‘themes’ for K-2. We asked each micro-team to choose 2 of these core themes and create/write one story for each. In Phase 1, this led to the creation of a resource of total of 14 illustrated, original drafts of locally appropriate stories – within the first 25 hours of the workshop series.

Each story provided the “learning centre” for developing language and literacy across the curriculum – both within the “imaginary” context of the story – and the “real world of the child”. Since each story links to a core curriculum theme for young children – the content of the cross-curricular “kit” that the teachers then created: supported and supplemented existing Ministry materials. It did not initially replace them.

Thus, in Dubai, for example, there has been a year-on-year transition from previously used – teacher & textbook-centred approaches/materials – to a SCILL approach – using BAQ stories & classroom kits – all of which have been created by the teachers themselves within our workshops.

The ambassadors and mentor-trainers of this ‘transition’ have been our teams of teachers – who, as authors and owners – are absolutely the best at sharing/mentoring their expertise with colleagues. The mentoring they provide to their colleagues is 100% practical, credible – and relevant to the local context. We look forward to a similar process taking place within YLEFL contexts across the world – and already have evidence of this in Vietnam.

Returning to the workshops in Dubai, throughout, Ana and I provided training/mentoring input which integrates access to our resource library. This currently includes 130+ books and a large number of educational magazines - all which demonstrate examples of excellence in primary practice across the curriculum, and which we have referenced & cross-indexed in terms of value to language/literacy development. With this support, once the stories had been created, within the ensuing workshop/classroom practice (approx 60 hours), the micro-teams developed kits comprising cross-curricular Picture Lesson Plans – to be delivered by teachers in their classrooms – where language and literacy is taught at level & interest of each child. As the teachers used these stories and plans in their own classes (between workshop dates), they went on, with our/peer support, to develop and improve them. An example of the above ‘Virtuous Cycle” was established:

• As the quality/quantity of the didactic materials (that the teachers created) developed – so did their classroom practice;
• Improvement and awareness of good classroom practice in turn led to further improvement in the creation of stories & classroom materials, and the virtuous cycle progressed;
• Development of skills, knowledge, confidence, self-esteem became part of the professional, and materials development cycle. Feedback from the teachers – and monitoring of their practice – indicated that considerable personal, as well as professional development – and change - takes place.

Thus, as one key output of the Model, teachers/trainers create the stories and didactic materials that they (and their colleagues) then use for their classroom teaching/training for the following year(s). Indeed, in Dubai and Vietnam we have then supported the ‘quality publishing’ of the materials, for adoption across local/national schools. This has proved to be a 3-N process: No-to-low cost. Not-for-profit. Nice for all concerned.

Finally, as I have indicated above, with limited remote support from us (and access to the interactive Website that we set up), the teacher-authors, as part of their continued professional development, have pro-actively taken the role of ambassadors & mentors for their teaching colleagues. This equates to horizontal sharing of knowledge in schools, between schools and across networks of schools: a virtuous cycle – and a 3N process.

An approach that offers an alternative to SWoTs.*

* (Student books-Workbooks-Teacher books)

A SWoT is an off-the-peg package: one size fits all. Although marketing, special offers and commercial websites might tell us differently, parents (and tax-payers), schools and teachers often see little return for the large amounts of money they spend on this year’s SWoTs for young learners of language(s). Here are a few possible reasons why:

• Many Student books are, in the most part, a redundant component. Children do not learn language, literacy or communication from a ‘Student book’;
• Most Workbooks deliver predominantly ‘busy work’; knowledge is deposited – not owned or learned.
• A ‘Teacher’s book’ often primarily promotes the value(s) of the author(s) – not necessarily the value(s) of the culture in which the SWoT is used

This begs the question: if we remove a SWoT package from the classroom, who will notice it is gone? Indeed, the schools in some countries burn SWoTs at the end of each school year. Our work/Model is therefore not about creating or using SWoTs.

Indeed, what I believe is extremely relevant to the future of YLEFL – is that within a SCILL approach to training and materials development, teacher-created stories (+ Lesson-Plan based classroom kits) act as a wonderfully rich, and locally appropriate learning centre/resource in both L1 and L2. There is no need, for example, to dumb-down story content or vocabulary – for children (and their teachers/parents) to actively participate and learn. Our most recent work in Hanoi – indicates that telling, re-telling and re-telling such teacher-created stories (+ the use of teacher-created lesson plans) are effective for language and literacy development – whether in English (EFL), or in Vietnamese (to support L1 development).

Furthermore, as a way of demonstrating the quality and value(s) of the stories, we also have evidence from both Dubai and Vietnam that they can become ‘best-sellers’ in the local bookshops!

An approach that invests in teachers

This is short and sweet: it doesn’t take a rocket scientist to work out that a pro-active investment in teachers (and trainers) is likely to deliver good-to-better-to-best classroom practice – and value(s). Our work/Model is all about ‘investment in teachers and trainers. Here’s a potted version of what has happened in Dubai:

PHASE 1

Getting ready to plant: January to March 2008

In addition to Research into Realities., we firstly invented and established an effective ‘partnership framework’ to support the Project. This comprised:

1. The Faculty of Education at Zayed University – who…
   • Provided Certification for the ‘training component’;
   • Carried out independent monitoring and research on the Project, over time.
2. The Ministry of Education (UAE) as well as its equivalent in Dubai: KHDA. This opened many important doors and windows, including:
   • Permission to release teachers from Govt. KGs and Primary Schools to take part;
   • The ability to pilot the didactic outputs of the Project in local Government schools;
   • The potential to adopt the Project outputs in all the local Government schools.
3. The Mohammed Bin Rashid Foundation. The Project was awarded 100% funding, with the long term vision of creating a practical and transferable Model to support the reduction of illiteracy among Arab speaking children across the world.
4. With 1), 2) & 3) in place, and based, for logistic purposes, at Magrudy Education, we then approached the principals of local Government Primary schools and Kindergartens for the release of teachers to participate in ‘Phase 1’. This comprised a total of 80 hours of Workshops. We also approached Heads of local Private Schools for potential release of teachers of Arabic to young children. Five private schools came on board. This was the first time in Dubai that there had been any integration of public and private sector teachers for in-service training. The benefits, in all senses, of creating this public-private sector bridge have been huge.

On April 3rd, 2008, with the CEO of the Ministry, and the Dean of Faculty of the University personally attending, we had a ‘first meeting’ of all interested Principals and heads of department (and some teachers) from the above schools. This was very much along the lines of a presentation of the ‘Emperor’s New Clothes’: there were no outputs or outcomes to show: just a buy-in request to release teachers for the Project, based on their belief in our ability to deliver its targets.

As a result of this meeting, 30 local teachers of Arabic attended the workshops for Phase 1: 25 from Govt. Primary Schools & KGs, and 5 teachers from the Private Sector. Over the 80 hours of workshops that followed, we achieved a 100% attendance. Given the inconvenience/cost of releasing teachers from a full classroom timetable, difficulties of traveling to a variety of workshop venues, the 45 degree heat, etc., this reflects the commitment of all involved in the Project/Partnership – as well as the perceived value of what we were able to show in the workshops – would be achieved.

Putting words into actions

Next came the logistics of converting a Project Proposal into action. Everything had to be set up from scratch. We’d be happy to share the long list with those who may be interested.

We held our first Workshop on Wednesday, 16th April, 2008, at Repton School in Dubai. The school provided an excellent training situation: a large room to work in, a working school as a learning environment, and real children for classroom practice. Since then, we have held our workshops in 14 different local Govt. and Private School locations. Each different location has proved to be hugely valuable as a training resource in itself – via the classroom practice on display. In addition, I cannot over-stress the value of ‘partnership’, and mutual support that has been extended to BAQ throughout.

An overview of the Process for Phase 1: from Workshop to trained teachers and Published Materials

I think it’s useful here to review the rationale that supports a ‘SCILL-based Model’:

We believe that training, motivating, building the capacities of local teachers to produce quality materials for the language education of children whether for Arabic in Dubai – or EFL in Vietnam – is a truly priceless objective to aim for – and achieve.

In practical terms, this means that a group of 24-40 local teachers or trainers (working in micro-teams of 4) are at the centre of a writing/professional development cycle where the following takes place:

• Teachers use their local culture, traditions, achievements and folklore as central points in each classroom kit they create;
• With regard to the story content, on the one hand, all are linked to the themes of the Ministry curriculum. On the other hand, their stories/texts provide an authentic, rich and relevant source of language for children to explore and take on board;
• As centres of learning, the stories/texts generate a further array of child-centred, cross-curricular themes/topics and ensure a ‘whole/holistic learning’ aspect across the classroom kits that emerge;
• The cross-curricular content supports learning in the wider context, while developing children’s knowledge and use of language (L1, L2 or FL) at the same time.

The following time-line illustrates how we put the above into practice in Dubai. We have established a similar SCILL-based process, but over a substantially shorter time period in various national YLEFL contexts –most recently in Vietnam:

1. April 2008

We held 3 initial ‘writers’ workshops (3 x 4 hours) with the group. The aim during the first ‘half’ (2 hours) of each workshop was:

• To present and explore examples of original (fabulous) stories that have been developed with us within similar workshop contexts – by teachers;
• To present options for classroom practice, each with a story-based centre;
• To encourage teachers to participate as ‘children’, as well as to explore implications as ‘teachers/authors/trainers’ in writing, teaching – and learning.

Teachers worked for the remainder (50%) of each workshop in micro-teams (3-5). Micro-teams produced their own ‘story’ and creative activities (in Arabic), and presented their results to the rest of the group:

• There was a reflection, feedback and planning period at the end of each Workshop;
• There was a reflection period at the end of Workshop 3 – when teachers who wanted to continue to the main writing/professional development stage – stepped up.

2. April-June 2008

All 30 Teachers (25 from Govt KGs and Primary Schools, 5 from Private Schools) continued into the main (70 hour) writing/workshop phase. The total group was divided anew into 7 micro-teams. Each micro-team selected 2 themes from the Ministry Curriculum and created 2 original stories – each linked to their chosen themes – suited to young (e.g. K-2) audience.

For each of these stories, the teacher/authors then developed a series of ‘Picture Lesson plans’ (PLPs) as a means to deliver learning, based around each story, in local classroom situations.

I think it is relevant to note here that we have developed and put into practice a similarly effective, innovative framework and cross-curricular balance in YLEFL contexts – within a shorter, 40-hour workshop period. Teachers/trainers from these workshops have since piloted their own ‘SCILL-based’ workshops, using their own stories and ‘class/training room kits’ with large groups of local PEL teachers – with inspirational success.

Returning to the Dubai context, we also added a short ‘trainer/mentor-training’ workshop component, and recommended that BAQ trained teachers work in pairs to mentor/train their colleagues. This has since taken place across the UAE – as well as across the Govt-Private school divide. Again – it’s exciting stuff.

In the KG and Primary classrooms, over the ensuing 8 months (Oct-May) of piloting, the Stories + PLP classroom kits were subject to school, teacher and BAQ group feedback, as well as piloting feedback and independent monitoring/evaluation report by Zayed University. (Also see: October 2008 – May 2009, below).

Thus, typically, during the Pilot period in schools, over each 1-month period:

• each story was told, re-told and re-told various times, each time in a different way/approach that had been developed in the workshops. The teachers/children explored in depth, both the imaginary and real-life contexts that each story offers. The language, literacy and communication opportunities of such learning are rich, relevant and truly exciting.
• The Picture Lesson Plans (for teachers) replaced the SWoT package. Over each 1-month period, the teacher delivered and developed the ideas on each plan. The children therefore, were free – and able to create their own, individual portfolios of their learning. It has also been a revelation to see teachers (and children) working with stories created by themselves/their peers, and adapting/re-inventing one PLP – instead of ploughing doggedly through pages of a student book, workbook and teaching tome.
• Teachers sent in (lovely) reports of their classroom practice and children’s achievements, and we posted these on the BAQ website

3. June 2008 – February 2009

Editing and publishing process on a priority basis – for all 14 books and related classroom kits. We ensured the first 3 stories and language kits were available 3 weeks before schools opened.

4. September 2008 onwards

Training/mentoring of colleagues by BAQ teachers (on-going throughout 2008/9)

5. October 2008 – May 2009

Piloting of the KG2 & Grade 1 materials across Dubai. Monitoring & Evaluation carried out by Faculty of Education of Zayed University. Ministry advisors also visit schools to monitor, support and evaluate. Draft report (overwhelmingly positive) delivered to our Funder in May 2009.

6. October 2008 onwards

Development of dedicated Website for sharing of experience, ideas, etc on all aspects of the materials/classroom practice.

PHASE 2

An overview of the Process for Phase 2: from Workshop to Published Materials

Firstly, here’s a bit more of the background. Before starting ‘Phase 2’, there was a celebration, in all senses, (sponsored by the Mohammed Bin Rashid Foundation): everyone was astounded at the outputs and outcomes of Phase 1. I think the greatest positive ‘shock’ was that local classroom teachers could create all those magnificent materials: 14 stories and classroom kits which an author or publisher anywhere in the world – would be proud of. We certainly were - and so was the CEO at the Ministry – who personally called to congratulate us and the teachers!

The second ‘shock’ had been the brilliant results in the classrooms. Reports from the University, the schools, teachers and parents all confirmed that children loved (and love) their Arabic classes. Children took the stories outside the classroom, where characters came off the pages and into the playground. They explored language across the curriculum: in Science, Maths, Art, Music…. And, of course, they learned (in) Arabic.

And the third shock – is that it all looks so wonderful. There are no piles of photocopied worksheets; no stacks of Student books and Workbooks to carry to and from school.

And the parents? Each lesson plan included a ‘home-link’ (not homework) activity: an opportunity for parents to share learning with their children and vice versa. This involvement of parents in their children’s learning proved critical to maintaining a positive home-school relationship regarding the new materials. I almost forgot to mention the cost to parents: nothing.

Now the time-line for Phase 2:

1. Jan 2009

Invitation to schools/teachers to attend the initial workshop. As with Phase 1, the group comprised teachers of Arabic from State & Private sectors. Unlike Phase 1, the Emperor’s New Clothes were replaced with hard evidence of success: 14 Published, and beautifully illustrated (Big Book) Stories; 14 sets of published and beautifully illustrated Lesson Plans; an exciting BAQ Website; 30 trained teacher/author/ambassadors.

2. Feb & March 2009

Initial 3 ‘writers’ workshops with the new Group, as per Phase 1

3. April-June 2009

All 28 Teachers (24 from Govt KGs & Primary Schools, 4 from Private Schools) continued into the main writing/workshop phase: Even more prolific than for Phase 1, over a 19-Workshop period, the new group (in micro-teams):

• Created 21 original stories for K-2. For each of these stories, the teacher/authors also developed a series of ‘PLPs’ – each taking Arabic across a different aspect of the curriculum – and every story relating to one of the Ministry designated themes for this age range;
• The Stories & PLPs continued to be subject to group feedback, and independent monitoring/evaluation by the University/Ministry – and ourselves;
• A short series of ‘trainer/mentor-training’ workshops were added in August 2009.

4. June 2009 – February 2010

Editing and publishing process – for all 21 stories and related PLPs. This comprised a full 2 years of classroom teaching materials, ‘in support of’ the Ministry’s own materials. The first 3 kits for K-2 were delivered to schools in August, 2010, in time for the new school year. We also published & recorded 2 CDs with songs and rhymes relating to each story.

5. September 2009 onwards

Training/mentoring of colleagues (on-going throughout 2009/10) by BAQ teachers.

6. Sept 2009 – May 2010

Ministry Adoption of BAQ K1-2 materials in Government Kindergartens across Dubai. This is a huge achievement. Everyone associated with BAQ is immensely proud that the stories and didactic materials – created by local teachers – are now used for the teaching of Arabic in all Govt. KGs across Dubai. We have been told that Phase 3 will lead to Ministry Adoption of the materials in Grades 1-3 as of Sept 2010, in all Govt primary schools.

Another success has been that we printed ‘small-book’ versions of all the 21, Phase 2 Big Book stories and gave them, free of charge, to each child within state education. This means that every child who attends a government K1/2 class across Dubai – will be sharing the reading of 21 beautifully illustrated story books – in classical Arabic – created by the teachers in their own schools – truly a ‘home library’. We look forward to a similar process taking place in YLEFL contexts.

7. The dedicated Website

This continues to be developed, providing a practical, interactive resource and forum for sharing of experience, ideas, etc. on all aspects of BAQ materials and actual classroom practice.

Reflections

So far, in terms of our language garden, I believe we have planted seeds and watched the flowers grow. We have seen for ourselves, and received feedback from teachers (and children) as well as independent, academic reports on the positive change that is taking place in schools. However, it is still too early to comment on the fruits or the harvest!

In this regard, we find it a contradiction that on the one hand, we hand over most aspects of ‘education’ of our children to classroom teachers. On the other hand, in terms of the classroom materials, for the main part, Ministries entrust the creation of these to outside ‘experts’ – and make unilateral decisions on their use. We are attempting to provide an exciting and effective alternative to this issue.

For a fraction of the cost (in all senses) of a SWoT package – we have shown that teams of local teachers (in 40–80 hours) may be guided to create, publish and provide the teaching/learning resources for (up to) 2 years of classroom practice. In tandem with materials development – comes extensive professional & personal development. Moreover, these trained teachers have gone on to effectively upgrade the skills of their colleagues across the nation – by passing on and sharing what they have created and learned themselves.

In a YLEFL context, via the adoption of a ‘SCILL approach’, teachers/trainers are now emerging who have first hand experience of creating their own stories and related didactic kits - and having them published. In our workshops, we have provided reasons/solutions to avoid dumbing-down the language of their stories and other activities – and instead, create accessible teaching plans that enable all teachers and children – in large classes – to explore the richness of language and literacy –in English – across the curriculum, without Student Books and Workbooks. Moreover, there is no need to amputate core subjects such as Maths & Science in their own language, from the Primary Curriculum.

The above has important financial, educational and political implications. Firstly, there are potentially huge reductions in annual spend on textbooks. At the same time, there is a need to re-evaluate the nature and form of professional development (and value) of classroom teachers/materials. This may lead to a painful change in the hierarchies within the ‘system’, since a teacher who is also an author of her country’s classroom materials – has a powerful voice.

It may also not be politically expedient – to accept that such teachers will mentor/train their colleagues, since these are roles that are often traditionally taken up by ‘supervisors’, ‘inspectors’ or outside experts. Furthermore, teachers who create and publish their own learning resources – may also take responsibility for assessing and evaluating their work – and the work of children, without the need for external examining services.

In this regard, the Model is unlikely to be popular among publishers (or others) who depend heavily on yearly sales of Student books/Workbooks/Recipe Books/Examinations. Sadly, we already have evidence of one major publisher ‘rubbishing’ the value(s) of classroom teachers as authors.

Is it sustainable?

Cascading knowledge is an educational buzzword. A ‘SCILL-based Model’ is local and non-hierarchic, so I believe the spread of knowledge is more of a harmonic, horizontal wave than a cascade: spreading within schools, between schools, among schools – across a nation.

Is it applicable to the teachers/teaching of English to children?

I believe the Model represents a fundamental departure from – and alternative to – the current SWoT-CELTA-DELTA paradigms to teaching and training. So far, in addition to BAQ, we have developed the concept and the Model for YLEFL in four other countries. For some proof of the pudding, more info – or a request to set up a programme - please contact Ana or myself at baqhome@gmail.com

In Dubai, (and Vietnam), the names on the stories and materials belong to the teachers who have created them. These teachers are not at all the same individuals who started the Workshops. They are now authors, mentors, trainers: ambassadors of an educational model – which we believe is transforming - and will continue to transform language education for children around the world.

Please check the Methodology and Language for Primary Teachers course at Pilgrims website.
Please check the Methodology and Language for Kindergarten Teachers course at Pilgrims website.
Please check the Train the Trainer course at Pilgrims website.