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Language Clubhouse

Language Clubhouse

5/5

Language Clubhouse

About
Pricing
Reviews
Pedagogy
Learning goals
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What is Language Clubhouse?

Language Clubhouse provides an EAL educational program for Early Childhood Education and Care. For schools, homes, and extra-curricular clubs. We have an online program for teachers and parents to facilitate EAL in their school or at home in an active and engaging way.
We have 12 courses with 48 ready to use lessons and learning resources all located on our platform. We offer physical clubs for children in Finland, and soon we will offer online clubs. We also offer ongoing professional training for teachers and support for our users..

Recommended Usage

30min-1 hr.

Educational Impact

reduce teacher workload
100%
build student knowledge
75%
increase student collaboration
75%
save school money
50%

Age Range
0-4, 5-7

Policies
Terms of ServicePrivacy Policy

Requirements
Works on all devices, access to internet is needed. Username and email address needed.

Training
We have a demo video (8 min.). On request provide a 30 min. online training session. Teacher's guide pdf. is available.

Support
TelephoneOnline

Language Clubhouse Pricing


Pricing Plans
Not provided by vendor.

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Language Clubhouse Reviews

5 out of 5

from 1 Verified Review

Language Clubhouse has collected 0 reviews in the past 6 months

User rating

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Country

Language Clubhouse
Minttu-Emilia

early childhood education teacher

TRIO kindergarten, Finland

Used Language Clubhouse for 8 months

Oct 2020

Characters are amazing! I also think that children's will get more positive picture of learning English when they get involved in choosing what they want to learn next.

Minttu-Emilia found Language Clubhouse:
  • Moderately builds student knowledge
    The kids suggest what we sing in English and children have also sung songs at home
  • Moderately increases student collaboration
    Children get to think and do different tasks together
  • Significantly reduces teacher workload
    Materials are ready in one place so it doesn't take many hours to find the materials.
  • Slightly saves school money
    The materials are extensive
  • Moderately improves behaviour or wellbeing
    We don’t have to stress about finding materials and moments can be made even at short notice
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Pedagogy

Certified by Education Alliance Finland

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
The materials and teaching methods are based on playful interaction between the teacher and the students, as well as between the students. The curriculum has fully pre-curated materials with lesson plans that are ready-to-use for teachers. The teacher can feel confident using the materials and it is easy to start. The solution in itself does not provide feedback for the students, but the encourages the teacher to do so in a supportive and encouraging manner.
Rehearse
Construct
Language Clubhouse has good selection of fixed tools or methods for learning: The lessons follow the same basic structure that is easy for the teacher to follow. Whilst the structure is very fixed, the learning methods vary during a lesson and are suitable for young learners. The lessons support learning new things through creative tasks and aim to keep up the learner's interest during the progress. There's plenty of repetition and rehearsal and learning through action.
Linear
Non-linear/Creative
Pre-curated material and structured lesson plans promote predictable, linear learning outcomes. There are opportunities for more creative approaches and learning activities, but the teacher's role in providing room for creativity is pivotal. If the material, for example, flashcards, is printed out, the student can also examine them independently and that way use them for their own rehearsal and own learning.
Individual
Collaborative
The whole learning experience is based on face-to-face interaction. The lessons are conducted by one person (teacher/parent) and a group / an individual learner follows the instructions.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Student can understand simple, short instructions given by my teacher, e.g. Stand up, please!
  • Student can understand the important words in a song or rhyme.
  • Student can understand the words for colours and shapes.
  • Student can understand the words for different types of weather.
  • Student can understand the main words about travelling.
  • Student can understand the names of some animals and plants.
  • Student can can understand a few familiar spoken words and phrases, e.g. the teacher’s instructions, a few words and phrases in a song or a rhyme, days of the week, colours or numbers…
  • Student can understand some words and phrases in songs and simple children’s poems.
  • Student can recognise shapes and categories.
  • Student can understand some words in songs and rhymes.
  • Student can identify familiar words and phrases.
  • Student can can understand the days of the week.
  • Student can understand days of the week and months of the year.
  • Student can understand the names of clothes he/she wears to school and the food that he/she eats in school.
  • Student can understand the days of the week, months of the year and seasons in a spoken text, e.g. Monday, January, Spring.
  • Student can understand clock times, days, months and dates.
  • Student can understand when somebody talks about their family or friends in simple sentences.
  • Student can understand a range of familiar spoken phrases, e.g. basic phrases concerning myself, my family and school…
  • When people speak, student can understand common phrases and often used words on the topics he/she knows something about.
  • Student can understand very short conversations when people speak slowly and clearly.
  • Student can understand instructions given by the teacher in the classroom, such as ‘You must do this’, ‘Take off your coats.’
  • Student can understand the teacher’s instructions.
  • Student can understand when the teacher tells me to do something that I already know.
  • Student can understand when my friends tell me how to play a game.
  • Student can understand simple instructions (“Open your book!”, “Come to the board!”, “Stop!”, “Run!”, …)
  • Student can understand simple instructions given by the teacher during the class (“Stand up”, “Sit down”, “Come in”, “Go out”, “Say”, “Listen”, “Give me the book”, “Take it”, etc.)
  • Student can understand simple classroom instructions such as “Sit down”, “Wait”, “Listen”.
  • Student can understand the main point(s) from a short spoken passage, e.g. a short rhyme or song, a telephone message, announcement or weather forecast…
  • Can recognise words, names and numbers that he/she already knows in simple, short recordings, provided that they are pronounced very slowly and clearly.
  • Student can understand everyday words and sentences in children’s films, cartoons, tales, advertisements and announcements.
  • Student can understand some words and phrases he/she hears on TV programmes.
  • Student can understand numbers and prices.
  • Student can read and understand a simple, short role-play, e.g. a shopping dialogue.
  • With the help of pictures student can read the names of countries or different regions in the world, animals and plants, holidays and festivities.
  • Student can use pictures and posters to understand words about animals and plants.
  • Student can read the words on a poster or picture about weather.
  • Student can read and understand names of food and drinks with the help of pictures, e.g. apple, milk.
  • Student can identify familiar words and phrases.
  • Student can recognize and read out familiar words from a story.
  • Student can read and understand familiar words from a song we have sung together.
  • Student can read the words for the clothes that he/she knows and the food that he/she likes and doesn’t like.
  • Student can read the words for different colours and shapes.
  • Student can count to 20.
  • Student can ask for something.
  • Student can understand when somebody introduces his/her family or friends to me, e.g. This is my mother.
  • Student can understand the teacher’s instructions.
  • Student can understand familiar words and phrases (e.g. numbers, days of the week, colours, weather).
  • Student can greet and respond to a greeting.
  • Student can write something about oneself (e.g. name, age and where I live).
  • Student can write some information about his/her family: mother, father, sister, brother, etc
  • Student can write about which food and drinks he/she likes/dislikes in simple, short sentences using given pictures and words, e.g. I like spaghetti. I don’t like coffee.
  • Student can write simple, short sentences about his/her work at school using given pictures and words, e.g. I am singing a song.
  • Encouraging the growth of positive self-image
  • Encouraging to build new information and visions
  • Learning to combine information to find new innovations
  • Learning about different languages
  • Supporting student to build their own linguistic and cultural identity
  • Practicing to work with others
  • Practicing communication through different channels
  • Practicing to use foreign language as a communication tool
  • Enabling the growth of positive self-image
  • Practicing versatile ways of working
  • Learning to understand and interpret diverse types of texts
  • Practicing letters, alphabets and written language
  • Practicing memorizing skills
  • Practicing fine motor skills
  • Practicing categorization and classification
  • Practicing to observe spoken and written language
  • Practising visual recognition
  • Learning to find the joy of learning and new challenges

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