What We DO

Instructional and Training Protocols.

The primary goals of communication namely conveying, persuading and requesting methods are taught in distinct and numerous thought capturing methods which ultimately is used to demonstrate the learner's acumen to the global Industry.

As the English language has acquired a significantly colorful communicative mode transforming the multidimensional communicative structure of the day, the strategies used by VOICE are designed towards achieving proficiency levels.

Our training team elicits the fact that reading for meaning involves a combination of abilities and knowledge (vocabulary, syntax, recognition of common irregular words, engagement with texts, etc.) and is more than decoding the letters.

Our training is based primarily on the practitioner’s knowledge of the pupil. Knowledge is gained predominantly from observation and interaction in a range of daily activities and events.

We maintain a consistent pattern in place so that the provision enables each learner to demonstrate learning and development fully.

Embedded learning is identified by assessing what a pupil can do consistently and independently in a range of everyday situations.

Our training demonstrates the extent of a learner's writing skill competence, not just as a communicator of meaning in different genres, but as a user of the conventions of punctuation and spelling, and as a controller of the grammar of English.

Finally, using an effective assessment presents a holistic view of students' learning and development.

PRIMARY LEVEL PROGRAMS: (CAMBRIDGE YLE)

The ability to express one's ideas confidently and precisely in the English Language is the key focus of the training programs designed for primary level students. The phonological and linguistic lexical awareness are created which thereby results in facilitating the students acquire proficiency in reading skills. The areas of vocabulary, fluency, grammar rules and usage are learnt in a progressively increasing manner.

The uniqueness of our training program is based on research of the definition and why of the skill area to be developed in the learners, the significant components needed to develop the specific skill, the challenges that are most likely to occur in the learning process and the strategies to overcome the challenges effectively with the assurance of implementing those learning techniques.

Every program though unique in certain ways is ultimately designed to reinforce letter recognition, beginning and ending sounds, word blends, rhyming words, silent letters and appropriate prepositions and adjectives. This ensures a progressive language training that for sure results in proficient language learning. The programs are succinctly drafted to enlarge the dimensions of ability to define a word, capacity to recognize the need to use the appropriate word, knowledge of its multiple meanings, ability to decode and spell a word, and the capacity to use different words that are similar in different contexts avoiding repetition and redundancy of words. The bridge between word recognition and comprehension which is the fluency level is dealt with throughout the training program.

The comprehension part of being able to decode the reading material, make appropriate connections between what is read and what is already known and contemplating on the direct and possibly implied meaning of the reading material are taught during the training giving importance to each of them.

COLLEGE LEVEL STUDENT LEARNERS: (COMMUNICATIVE ENGLISH AND CAMBRIDGE LINGUASKILLS, BEC)

The communicative English training provides the necessary learner skills in the use of standardized assessments used across the globe in the English Language. The program mainly focuses on the lexical nuances of grammar, the appropriate word usage, punctuation, sentence formation and listening capacity to listen for meaning and provide answers to the comprehension questions.

The use of target language which is a plausible real life content is taught in all our training methods This is the dipstick of the outcome of our training programs. A deductive learning technique where contents and interactions are presented in the form of dialogues, interaction etiquette and pattern are given with sufficient practice and this is an effective training method followed by the trainers. Introducing the learner to a wide range of language forms appearing commonly in the non-pedagogical texts which are necessary in the Industrial domain of usage is elicited.. The input to the learners is provided in the audio-visual form with an anticipated outcome of language development in the area of aural comprehension.

Our training team elicits the fact that reading for meaning involves a combination of abilities and knowledge (vocabulary, syntax, recognition of common irregular words, engagement with texts, etc.) and is more than decoding the letters. Our training is based primarily on the practitioner’s knowledge of the pupil. Knowledge is gained predominantly from observation and interaction in a range of daily activities and events.

We maintain a consistent pattern in place so that the provision enables each pupil to demonstrate their learning and development fully.

Embedded learning is identified by assessing what a pupil can do consistently and independently in a range of everyday situations.

Our training demonstrates the extent of a learner's writing skill competence, not just as a communicator of meaning in different genres, but as a user of the conventions of punctuation and spelling, and as a controller of the grammar of English.

Finally, using an effective assessment presents a holistic view of students learning and development.