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Language Clubhouse

Language Clubhouse

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Language Clubhouse

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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 Range0-4, 5-7
PoliciesTerms 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.
SupportTelephoneOnline
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Language Clubhouse Pricing


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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

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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 Pedagogical Quality

Certified by Education Alliance Finland, 06/2020

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.

  • Learning to find the joy of learning and new challenges
  • Practising visual recognition
  • Practicing to observe spoken and written language
  • Practicing categorization and classification
  • Practicing fine motor skills
  • Practicing memorizing skills
  • Practicing letters, alphabets and written language
  • Learning to understand and interpret diverse types of texts
  • Practicing versatile ways of working
  • Enabling the growth of positive self-image
  • Practicing to use foreign language as a communication tool
  • Practicing communication through different channels
  • Practicing to work with others
  • Supporting student to build their own linguistic and cultural identity
  • Learning about different languages
  • Learning to combine information to find new innovations
  • Encouraging to build new information and visions
  • Encouraging the growth of positive self-image
  • Student can write simple, short sentences about his/her work at school using given pictures and words, e.g. I am singing a song.
  • 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 some information about his/her family: mother, father, sister, brother, etc
  • Student can write something about oneself (e.g. name, age and where I live).
  • Student can greet and respond to a greeting.
  • Student can understand familiar words and phrases (e.g. numbers, days of the week, colours, weather).
  • Student can understand the teacher’s instructions.
  • Student can understand when somebody introduces his/her family or friends to me, e.g. This is my mother.
  • Student can ask for something.
  • Student can count to 20.
  • Student can read the words for different colours and shapes.
  • 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 and understand familiar words from a song we have sung together.
  • Student can recognize and read out familiar words from a story.
  • Student can identify familiar words and phrases.
  • Student can read and understand names of food and drinks with the help of pictures, e.g. apple, milk.
  • Student can read the words on a poster or picture about weather.
  • Student can use pictures and posters to understand words about animals and plants.
  • 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 read and understand a simple, short role-play, e.g. a shopping dialogue.
  • Student can understand numbers and prices.
  • Student can understand some words and phrases he/she hears on TV programmes.
  • Student can understand everyday words and sentences in children’s films, cartoons, tales, advertisements and announcements.
  • 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 the main point(s) from a short spoken passage, e.g. a short rhyme or song, a telephone message, announcement or weather forecast…
  • Student can understand simple classroom instructions such as “Sit down”, “Wait”, “Listen”.
  • 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 instructions (“Open your book!”, “Come to the board!”, “Stop!”, “Run!”, …)
  • Student can understand when my friends tell me how to play a game.
  • Student can understand when the teacher tells me to do something that I already know.
  • Student can understand the teacher’s instructions.
  • Student can understand instructions given by the teacher in the classroom, such as ‘You must do this’, ‘Take off your coats.’
  • Student can understand very short conversations when people speak slowly and clearly.
  • When people speak, student can understand common phrases and often used words on the topics he/she knows something about.
  • Student can understand a range of familiar spoken phrases, e.g. basic phrases concerning myself, my family and school…
  • Student can understand when somebody talks about their family or friends in simple sentences.
  • Student can understand clock times, days, months and dates.
  • 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 the names of clothes he/she wears to school and the food that he/she eats in school.
  • Student can understand days of the week and months of the year.
  • Student can can understand the days of the week.
  • Student can identify familiar words and phrases.
  • Student can understand some words in songs and rhymes.
  • Student can recognise shapes and categories.
  • Student can understand some words and phrases in songs and simple children’s poems.
  • 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 the names of some animals and plants.
  • Student can understand the main words about travelling.
  • Student can understand the words for different types of weather.
  • Student can understand the words for colours and shapes.
  • Student can understand the important words in a song or rhyme.
  • Student can understand simple, short instructions given by my teacher, e.g. Stand up, please!
  • Student can ask and answer simple, short questions about pets, e.g. My hamster’s name is Hugo. What does your guinea pig eat?
  • Practicing to work with others
  • 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 read and understand a simple, short role-play, e.g. a shopping dialogue.
  • Student can understand phrases and word combinations with the help of common words and names in very simple short texts.
  • Student can read and understand simple, short sentences about the holidays, e.g. In the summer holidays my friend was in France.
  • Student can understand simple sentences if they read them slowly and several times.
  • Student can read short sentences.
  • Student can understand simple instructions (“Open your book!”, “Come to the board!”, “Stop!”, “Run!”, …)
  • Student can understand the teacher’s instructions.
  • Student can understand instructions given by the teacher in the classroom, such as ‘You must do this’, ‘Take off your coats.’
  • Student can understand very short conversations when people speak slowly and clearly.
  • When people speak, student can understand common phrases and often used words on the topics he/she knows something about.
  • Student can understand a range of familiar spoken phrases, e.g. basic phrases concerning myself, my family and school…
  • Student can understand when somebody talks about their family or friends in simple sentences.
  • Student can understand days of the week and months of the year.
  • Student can understand when he/she is told the time.
  • Student can understand some words in songs and rhymes.
  • 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…
  • Student can understand numbers and prices.
  • 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 recognise shapes and categories.
  • Student can understand the words for the holidays and festivals during the school year.
  • Student can understand the main words about travelling.
  • Student can understand the words for different types of weather.
  • Student can understand the words for people who help us.
  • Student can understand the words for colours and shapes.
  • Student can identify names of shops or places (chemist’s, baker’s, school, post office, football field, …)
  • Student can understand the important words in a song or rhyme.
  • Student can understand simple, short instructions given by my teacher, e.g. Stand up, please!
  • Encouraging to build new information and visions
  • Supporting student to build their own linguistic and cultural identity
  • Getting familiar with different cultures
  • Learning to understand people, surroundings and phenomenons around us
  • Learning to face respectfully people and follow the good manners
  • Encouraging to build new information and visions
  • Learning to build information on top of previously learned
  • Practicing to take care of own and other people’s safety
  • Practicing to take care of one's own and other people’s safety
  • Practicing to take care of one's own wellbeing and health
  • Encouraging the growth of positive self-image
  • Recognizing habits that are good for sustainable living
  • Practicing to recognize and express feelings
  • Learning to face failures and disappointments
  • Student can ask and answer simple questions, such as “What is your name?” “How old are you?”, “Where do you live?”, “What do you like?”, etc..
  • Student can ask about the weather and talk about it, e.g. What is the weather like today?
  • Student can answer simple questions about the weather.
  • Student ask questions about school activities, for example classroom tasks, homework, holidays.
  • Student can make simple purchases through pointing to objects or using gestures.
  • Student can ask for food and drinks and say thank you, e.g. Cake and juice, please!
  • Student can name some foods and drinks.
  • Student can ask someone to play a game with him/her, e.g. Will you play catch with me?
  • Student can understand instructions that include colours, shapes or opposites.
  • Student can have simple daily conversations on what he/she likes and dislikes.
  • Student can ask his/her classmates simple, short questions, e.g. What is your favourite colour?
  • Student can ask someone’s name, and say his/her name.
  • Student can recognise simple greetings.
  • Student can talk about how he/she feels and also ask others how they feel in simple, short sentences, e.g. I am tired. How are you today?
  • Student can ask how someone is, and say how I am.
  • Student can ask somebody about how they are and what they like doing and answer similar questions.
  • Student can introduce somebody and can use basic greetings and leave taking expressions.
  • Student can introduce oneself and others in simple, short sentences, e.g. My name is Peter. I live in …
  • Student can greet somebody and say good-bye in simple and short sentences, e.g. Good bye, Mr Miller!
  • Student can introduce oneself, say his/her name, and answer simple questions about oneself if people speak slowly and clearly (e.g. "What’s your name?" "How old are you?" "What grade are you in?", “How many brothers and sisters do you have?” etc.).
  • Student can introduce oneself and other people.
  • Student can greet and respond to a greeting.
  • Student can say hello and goodbye to his/her teachers and classmates.
  • Student can ask and answer simple questions and talk about his/her interests, e.g. taking part in an interview about my area and interests; a survey about pets or favourite foods; talking with a friend about what we like to do and wear…
  • Student can ask someone if they have brothers or sisters. [
  • Student can ask someone what they like or don’t like.
  • Student can understand when somebody asks him/her for help using simple, short sentences, e.g. Can you help me, please?
  • Student can understand when someone tells me how he/she feels in simple, short sentences, e.g. Today I am fine.
  • Student can understand simple classroom instructions such as “Sit down”, “Wait”, “Listen”.
  • Student can understand routine phrases such as “please” and “thank you.”
  • Student can understand common words and names of everyday objects that are in his/her everyday life.
  • Student can understand when people greet him/her, ask him/her how he/she is and says good-bye to him/her. [
  • Student can understand when he/she is told the time.
  • Student can understand simple questions about oneself.
  • Student can understand when the teacher tells me to do something that he/she already knows.
  • Student can understand questions about oneself.
  • Student understands when somebody talks about their family or friends in simple sentences.
  • Student can understand simple phrases and sentences concerning my family and my school.
  • Student can understand when somebody talks about his/her holidays using simple, short sentences, e.g. In the holidays I was in Italy.
  • Student can understand when someone speaks about a free-time activity in simple, short sentences, e.g. I like to read.
  • Student can understand very short conversations when people speak slowly and clearly.
  • Student can understand when somebody asks me for help using simple, short sentences, e.g. Can you help me, please?
  • Student can understand when someone tells me how he/she feels in simple, short sentences, e.g. Today I am fine.
  • Student can understand when somebody introduces his/her family or friends to me, e.g. This is my mother.
  • Student can understand when his/her conversation partner introduces himself when he/she says his/her name, age and where he/she lives.
  • Student can work out and act out a simple and short role-play with others, e.g. a telephone conversation.
  • Student can ask for something.
  • Student can understand short simple messages on postcards, and in short letters (such as: Happy New Year or Happy Birthday).
  • Student I can read and understand familiar words and phrases I see at school, in shops, in streets and elsewhere.
  • Student can read school and street signs (“Library”, “Canteen”, “Post Office”, “Chemist’s”).
  • Student can read and understand posters, advertisements, and short announcements I see on the street, in stores, at the bus station, and other places (such as: train station, bus stop, Quiet, No Smoking, Supermarket, etc.).
  • Student can read the time - the hours.
  • Student can read and understand a simple, short description of a person, e.g. My name is Lisa. I am nine years old.
  • Student can understand when somebody writes him/her about how s/he is and what s/he is doing.
  • Student can read rhymes.
  • Student can read and understand simple, short sentences about illnesses when he/she sees pictures, e.g. Peter has the measles.
  • Student can read and understand simple, short sentences about the weather when he/she sees pictures with it, e.g. The sun is shining today
  • Student understand simple stories and shorter texts with the help of pictures and drawings.
  • Student can match words and sentences with pictures.
  • Student can read the words for festivals and seasons.
  • Student can read the words for people who help us.
  • Student can read the words for different colours and shapes.
  • Student can recognize and read out familiar words from a story.
  • Practicing strategic thinking
  • Learning to find solutions in social conflicts
  • Practicing to use arts as a way to express
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Encouraging students to be innovative and express new ideas
  • Practicing to improvise
  • Practicing creative thinking
  • Learning to find the joy of learning and new challenges
  • Practicing persistent working
  • Learning to notice causal connections
  • Practising visual recognition
  • Practicing to observe spoken and written language
  • Practicing categorization and classification
  • Practicing fine motor skills
  • Practicing memorizing skills
  • Practicing letters, alphabets and written language
  • Practicing to use information independently and interactively
  • Learning to plan and design own written content and textual representations
  • Learning the basics of spelling
  • Practising to understand visual concepts and shapes and observe their qualities
  • Using technology as a part of explorative and creative process
  • Enabling the growth of positive self-image
  • Practicing to express own thoughts and feelings
  • Learning to understand the meaning of rules, contracts and trust
  • Practicing to use foreign language as a communication tool
  • Student can read and understand familiar words from a song we have sung together.
  • Student can read and understand names of food and drinks with the help of pictures, e.g. apple, milk.
  • Student can recognise and read out a few familiar words and phrases, e.g. from stories and rhymes, labels on familiar objects, the date, the weather…
  • Student can use pictures in a reader or textbook to identify different peoples and parts of the world.
  • Student can use pictures and posters to understand words about animals and plants.
  • Student can recognise words for different types of transport on a poster or in a book.
  • Student can read the words on a poster or picture about weather.
  • Encouraging to build new information and visions
  • Learning to find the joy of learning and new challenges
  • Student can understand when his/her conversation partner introduces himself when he/she says his/her name, age and where he/she lives.
  • Getting familiar with different cultures
  • Student can read and understand simple and short sentences underneath pictures.
  • Student can match words and sentences with pictures.
  • Student can identify familiar words and phrases.
  • Student can read and understand names of food and drinks with the help of pictures, e.g. apple, milk.
  • Student can use pictures and posters to understand words about animals and plants.
  • Student can recognise words for different types of transport on a poster or in a book.
  • Student can read the words on a poster or picture about weather.
  • With the help of pictures student can read the names of countries or different regions in the world, animals and plants, holidays and festivities.
  • Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.
  • Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
  • Practicing to take care of one's own wellbeing and health
  • Student can understand routine phrases such as “please” and “thank you.”
  • Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
  • Student can understand numbers and prices.
  • Student can understand everyday words and sentences in children’s films, cartoons, tales, advertisements and announcements.
  • 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 write a list (e.g. a shopping list).
  • Student can manage very short, isolated, rehearsed utterances using gesture and signalled requests for help when necessary.
  • Student can answer simple questions about the weather.
  • Student can name some foods and drinks.
  • Student can ask his/her classmates simple, short questions, e.g. What is your favourite colour?
  • Student can greet and respond to a greeting.
  • Student can ask and answer questions about a person, family, and interests.
  • Student can ask someone what they like or don’t like.
  • 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…
  • 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 instructions (“Open your book!”, “Come to the board!”, “Stop!”, “Run!”, …)
  • Student can understand when the teacher tells me to do something that I already know.
  • Student can understand the teacher’s instructions.
  • Student can understand very short conversations when people speak slowly and clearly.
  • When people speak, student can understand common phrases and often used words on the topics he/she knows something about.
  • Student can understand a range of familiar spoken phrases, e.g. basic phrases concerning myself, my family and school…
  • Student can understand when somebody talks about their family or friends in simple sentences.
  • Student can identify familiar words and phrases.
  • Student can understand some words in songs and rhymes.
  • Student can recognise shapes and categories.
  • Student can understand some words and phrases in songs and simple children’s poems.
  • 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 the words for the main places in the town or village where he/she lives.
  • Student can understand the names of some animals and plants.
  • Student can understand the words for the holidays and festivals during the school year.
  • Student can understand the main words about travelling.
  • Student can understand the words for different types of weather.
  • Student can understand the words for colours and shapes.
  • Student can identify names of shops or places (chemist’s, baker’s, school, post office, football field, …)
  • Student can understand the important words in a song or rhyme.
  • Student can understand simple, short instructions given by my teacher, e.g. Stand up, please!
  • Student can understand simple, short instructions given by my teacher, e.g. Stand up, please!
  • Practicing to use imagination and to be innovative
  • 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.)
  • Practicing to use imagination and to be innovative
  • Encouraging students to be innovative and express new ideas
  • Student can understand common words and names of everyday objects that are in his/her everyday life.
  • Practising visual recognition
  • Student can understand familiar words and phrases (e.g. numbers, days of the week, colours, weather).
  • Learning the basics of spelling
  • Student can understand when people ask him/her a simple question or ask for something when they speak slowly and clearly.
  • Student can understand the teacher’s instructions.
  • Practicing memorizing skills
  • Student can understand simple questions about oneself.
  • Student can understand when the teacher tells me to do something that he/she already knows.
  • Practicing to express own thoughts and feelings
  • Student can understand questions about oneself.
  • Practicing to use foreign language as a communication tool
  • Student understands 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…
  • Student can understand when someone speaks about a free-time activity in simple, short sentences, e.g. I like to read.
  • Practising to understand visual concepts and shapes and observe their qualities
  • Student can understand very short conversations when people speak slowly and clearly.
  • Creating requirements for creative thinking
  • Learning about cultural aspects and to respect different cultures

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