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With the assistance of professional instructors at Languages Canada and through a positive, assertive approach, students get motivated to study English and are able to analyze their situation and determine the causes at the root of their difficulties with learning to study English.. Using the assertive tools and problem-solving techniques provided by ATPAL, students soon become proficient in devising strategies and developing personal solutions to the most troublesome aspects of the language in order to rapidly achieve success. The ATPAL system is designed for fluent and efficient use of the language. You have already taken language courses in your country and you know a few things, but you lack confidence when you have to speak and you don't understand well when native speakers talk fluently. You are determined to do something about it, but you have to be really careful if you don't want to spend your time just fumbling with the problem, like so many others, without ever finding a solution. Activities in class are slow-paced and unchallenging, so people get accustomed to using the target language slowly and inefficiently. Here is how most traditional language courses study English and in turn jeopardize the progression of the students' oral/aural skills, speak/listen, by providing more and more unproductive knowledge. Students study but usually understand and say very little. In order to create an illusion of consistent progress, misleading exercises of role playing, topic discussions and simulated conversations have become a standard routine in class when you study English. These and other games seem to be designed to entertain students with the notion that, although quality is marginal, they're doing OK because they can 'communicate'. Close attention to each participant in a small-group setting, 3-10 students, is instrumental in creating a rigorous and intense yet friendly, productive, and highly rewarding working environment to study English. Many language schools still use what is known as the communicative method. In these courses, adult students use up valuable time playing games and participating in simulated conversations, often resorting to body language, sounds, gestures, faulty speech, and other tricks in order to 'communicate'. When it becomes clear to all, however, that a superior level of performance cannot be reached using this kind of 'communication', students are usually asked to do more reading, more writing, and more grammar in order to effectively study English. Rather than provide a solution to the problem of inefficient performance, this approach seems to aggravate it .
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