Training program
"From Language Teacher to Language-Coach"
Program description
PART 1. „First steps from Language Teacher to Language-Coach"
Instructor: Evelyn Soidla (coach, supervisor, team developer, trainer)
Prerequisites: Teaching experience (prior to the program, a needs analysis is conducted with participants via a questionnaire; previous coaching experience is not required)
Coaching fundamentals, coach mindset, theory, and tools, individual work with learners, coaching models and tools, and their application.
Module 1. Language Market and Teaching Directions (8 academic hours)
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Overview and trends of the language market
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Language and teaching trends and their impact on language coaching
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How to position yourself as a language coach in the market and find clients
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Key concepts
Individual Work (4 academic hours):
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Research on language coaching.
Module 2. Language-coach Identity and Role (8 academic hours)
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Who is a language - coach and how they differ from a language teacher
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Competence, qualities, and skills, identity of a language - coach
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The role and responsibility of a language - coach in relationships with clients and other specialists
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Coach mindset
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Group coaching demo: goal setting, roles (2 academic hours)
Individual Work (4 academic hours):
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Identifying personal teaching and mentoring methods (style).
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A brief overview of your personal values and how they influence your coaching practice.
Module 3. Levels and Processes of Change (8 academic hours)
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Levels of change: thoughts, feelings, and behavior
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The language - coach’s role in understanding and supporting these levels
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The change process and its stages
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Myself as a change agent
Individual Work (4 academic hours):
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Identifying your level of change.
Module 4. Language Teaching vs Language Coaching (8 academic hours)
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Differences and similarities between language teaching and language coaching
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When to use teaching, when to use coaching
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How to integrate teaching and coaching based on client needs and goals
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How to change old patterns in teaching and learning
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Group coaching demo: “Myself in the Change Process” (2 academic hours)
Individual Work (4 academic hours):
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Testing language coaching tools.
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Creating an infographic summarizing key challenges a language - coach may face, such as learner resistance or managing expectations, etc.
Module 5. Structure and Goal Setting in Language Coaching (8 academic hours)
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Planning and creating the language coaching process
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How to set and articulate goals in coaching (guidance)
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Applying methods necessary for achieving goals
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How to evaluate the results of language coaching (metrics)
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How to make agreements
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The language - coach as a goal setter
Individual Work (4 academic hours):
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Designing the structure of a coaching session and setting (language) goals.
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A brief overview of the importance of coaching structure and goal setting in language training; discussion on how the learner plans to integrate these principles into their coaching practice.
Module 6. Ethics, Boundaries and Coaching Culture (8 academic hours)
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Ethics in coaching and principles of taking and giving responsibility
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Setting and maintaining boundaries in language coaching (difficult cases)
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How to create a coaching culture that supports learner development and helps achieve results
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How to apply coaching tools in teaching and support learners' emotional well-being (e.g., fears, discomfort, anxiety)
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Teacher collaboration
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Group coaching demo: future challenges (2 academic hours)
Individual Work (4 academic hours):
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Identifying and setting personal ethical boundaries; noticing and coping with negative emotions; developing a plan to integrate coaching elements with personal teaching methods.
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The learner creates a list of personal and professional boundaries that language - coaches should follow to avoid burnout and ensure good results.
Language Coaching Program Scope
48 academic hours + 24 academic hours of individual work + 6 academic hours of group coaching (1 module of 8 academic hours + 2 academic hours of individual work). Total: 78 academic hours.
Each module includes lectures, practical exercises, and tasks where learners can apply the knowledge and skills acquired. Additionally, the program may include supervision, allowing learners to receive feedback on their language coaching practice and collaborate with peers to achieve their professional goals.
Part 1. Learning outcomes
Participant:
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Knows the principles, models, and methods of language coaching.
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Effectively uses language coaching skills, such as active listening, effective questioning, goal setting, and accountability.
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Understands the teaching strategies for language proficiency in the coaching process, including reading, writing, speaking, and listening.
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Reduces professional blind spots and finds solutions to deadlocks by reshaping the mindset of "challenging learners."
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Plans and conducts effective language coaching sessions tailored to learners' needs, goals, and preferences.
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Knows how to assess learners' language proficiency and provides effective feedback.
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Learns how to make lessons as effective as possible to reduce preparation time and increase student motivation.
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Recognizes differences in communication style in the classroom.
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Learns to make the most of lessons from start to finish.
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Applies (self)reflection models to improve language coaching skills and support professional development.
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Engages in interactive work with professional colleagues, as high participation from all participants is expected to achieve maximum results.
You have successfully completed the training programm if:
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You participate in all six modules, including all classes and group discussions, and complete all individual tasks.
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You reflect on personal coaching practice and development (e.g., keeping a journal, participating in peer coaching, self-assessment, compiling a portfolio).
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You develop a plan for one language coaching session (including setting language goals, identifying areas for correction, and developing strategies to support language learning).
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You conduct 3–6 language coaching sessions with clients (make notes about the sessions, keep a blog, etc.).
If desired, you can participate in workshops, conferences, and seminars to continue learning and enhancing coaching skills.
Upon successful completion of the training program, we will provide you with a certificate indicating the volume of training and an appendix describing the program's content.
New skill you will gain from the training:
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As a language - coach, you save valuable time by giving the responsibility for learning to the learner.
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As a language - coach, you experience less stress and a lower risk of burnout.
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As a language - coach, you can focus more on the learner's needs and help them achieve their (language) goals through a more personalized approach.
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In the process of becoming a language - coach, you develop your teaching and communication skills, allowing you to be much more effective in your work.
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Language coaching skills, such as active listening, asking the right questions, and goal setting, can be applied in other coaching and mentoring areas, as well as in personal life.
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As a language - coach, you become much more self-aware and manage yourself better. You are able to cope well with changes.
Part 2. „Deep dive"
Facilitated by Evelyn Soidla (coach, supervisor, team developer, trainer).
Prerequisites: Completion of the first training programme (first steps from a language teacher to a language coach),
Module 1. Core Skills of a Coach (8 academic hours)
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Active listening
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Presence (self-care and management).
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Emotion management
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Creating awareness in the learner
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Facilitating learning
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Supporting growth
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Group coaching v DEMO (2 academic hours).
Individual Work (4 academic hours):
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Monitoring and analysis of the language coach's skills.
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Better understanding of your own language-coaching style.
Module 2. The Art of Asking the Right Questions (8 academic hours)
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What is the coach's baggage of questions?
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Solution-focused questions and their impact on the learning process.
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30 empowering questions that add new perspectives and look at solutions to problems and resources
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Group coaching v DEMO: learner's ability to ask questions (2 academic hours).
Individual Work (4 academic hours):
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Language-coach question practice.
Module 3. Language Coaching for Groups (8 academic hours)
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Context of working with groups.
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Making arrangements with a group (employer's order).
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Roles and responsibilities in the group
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Group dynamics and management of group processes.
Individual Work (4 academic hours):
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Observation and analysis of your own work process as a language coach. How do I work with a group? What is important for me? Why some ways don`t work and others do?
Module 4. Neurolinguistic Programming (NLP) in the Work of a Language Coach (8 academic hours)
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What is neuro-linguistic programming (NLP)?
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How we use our senses internally?
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How is language related to thinking and how can we guess how learners think?
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How the brain thinks?
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NLP tools and models (words influence state)?
Individual Work (4 academic hours):
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Identifying one's own position in relation to NLP.
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Completing your own toolbox with NLP techniques.
Module 5. Removing Obstacles and Contraints in the Learning Process (8 academic hours)
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How to clear limiting beliefs and create supportive beliefs.
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How to change unproductive thoughts
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How to change habits so that they support our learning.
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Recognising internal obstacles (5 wise forces)
Individual Work (4 academic hours):
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Brief summary of learner observations. (4 minutes) Ineffective habits you notice in your language coaching process? How to you deal with them? What exactly are you doing? What are your challenges?
Module 6. Language Coach's Professional Development. Feedback will help to go on, Feedforward even further. (8 academic hours)
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Main differences between feedback and feedforward.
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Self-evaluation and receiving feedback in the work of a language - coach.
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Developing your own personal language coaching style
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Language - coach branding
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Group coaching v DEMO: challenges ahead (2 academic hours)
Part 2. Learning outcomes
Participant:
● Uses language coaching skills effectively, e.g. actively listens, presents, speaks, etc.
● Participates actively, asks effective questions, creates awareness and supports growth.
● Reduces his/her own professional frustrations and resolves deadlocks by transforming the mindset of 'challenging learners'.
● Plans and conducts effective language coaching sessions for groups that are tailored to learners' needs, goals and preferences.
● Understands the importance of cultural awareness and sensitivity in language coaching, and
develops international communication skills.
● Applies (self-)reflection models to improve their language skills and competences, coaching skills and support their professional development.
● Knows how to measure performance, how to lead in an inclusive way and how to achieve results, how to manage and coach effectively.
● Knows how to remove barriers to learning and create a personal relationship with the learner to create learning pathway.
You have successfully completed the training program if:
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you participate in all six modules, including all classes, group discussions and complete all individual assignments;
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reflect on your personal coaching practice and development (e.g. journaling,
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participation in peer coaching, self-assessment, compilation of portfolio);
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develop a plan for one language coaching session (including language objectives (e.g. setting goals, identifying areas for improvement and developing strategies) strategies to support language learning);
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Conduct 3-6 language coaching sessions with clients (per session, please see the roadmap), notes, keep a blog, etc.).
If you wish, you can take part in workshops, conferences, seminars to continue
continue learning and improving your coaching skills
Once you have successfully completed the training programme, you will receive a certificate stating the scope of the training and a description of the content of the training programme.
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