Methodology
We adopt a holistic view of Language as a means of Communication and Social Interaction, aiming at Language Acquisition through highly Communicative and Interactive Approaches, focusing on its Functional purpose as well as its Cultural aspects. Lexis and Structural Units are presented in meaningful chunks as they appear in reality (Lexical Approach), along with the development of Skills, rather than as isolated parts of grammar and vocabulary. We utilise the Eclectic Approach as to the Methods and Techniques employed, selecting from a pool of Communicative, Interactive and Task-Based Learning Methods. This approach pertains to the particular needs and objectives, taking advantage of further developments in Applied Linguistics and TESOL.

Placement
Placement is carried out carefully to ensure realistic determination of level and uniformity within a group. Evaluation is based on a combination of an oral interview, which lasts about 20 minutes and enables the assessor to determine a level of communication skills in respect of the LTES Level Descriptor, and the use of a recognised Placement Test (by Oxford University Press).

Needs Analysis
Needs analysis is compiled for each participant joining the programme , according to three main variables; the company’s needs and expectations from the programme, the Participant’s expectations from the learning experience as well as their potential and aptitude. Careful Monitoring and Needs Analysis at various points of the course ensure flexibility and efficiency.

Definition of Objectives
Objectives, both short term and long-term, are carefully defined in close cooperation with the interested party. Defining objectives gives the necessary orientation as well as a measure for tracking progress. These objectives can involve:

• The passing of a Level – total progress from one level of capacity to another, requiring the corresponding level of communication skills and the relevant knowledge of grammar, within the stipulated time.
• The success in a recognised examination such as FCE, CAE, CPE, BEC Certificates (University of Cambridge), ECCE, ECPE (Michigan University), TOEIC, TOEFL, IELTS, GMAT.
• The development of specialised skills for functional purposes:
• Development of Communication Skills
• Development of Situational English (i.e. dinners, speeches)
• Development of Business English
• Development of Terminology in the fields of Banking and Finance, Management, Sales, Production, Computing, Tourism
• Development of Secretarial Skills
• Development of Pronunciation
• Development of Situational Business English (i.e. meetings, presentations)
• Development of Commercial / Business Correspondence

The preceding Needs Analysis may often determine a combination of objectives which requires a well-structured course, allowing for the appropriate flexibility so that the participant’s particularities and weaknesses are catered for.

Syllabus Design
Syllabi are designed in accordance with the results of Needs Analysis and the consequent objectives of the participant or group, taking into account possible time restrictions posed by the company (i.e. only 50 hours available). This process involves the relevant Academic Coordinator, the teacher of the course and consultation from our Curriculum Developers, updated with the latest publications, ensuring the design of fully customised and effective programmes. The learning process is further assisted by authentic materials and audio-visual aids, including e-learning software packages.

Continuous review of our syllabus and constant research into new publications and technologies ensure maximum adaptability of the materials to meet the particularities of our programmes.

Scheduling
Scheduling is defined by the teacher in collaboration with the respective Coordinator and is primarily concerned with the time-frame within which a certain Short-Term Target is expected to be met for each group/individual. It is always made explicit to the Participant and its purpose is to ensure that the current level is monitored within academic hours set, and the Participant becomes aware of what exactly will be learnt by when.

Academic Coordination
All Companies are assigned an Academic Coordinator for the effective execution of the Programme. The Coordinator has the academic responsibility for all Participants involved in the Programme and works closely in cooperation with the Human Resources Department, particularly those involved in Training and Development.

Reporting
Teachers fill out Monthly Reports on the work and progress of all Participants with any special comments necessary. These reports are submitted to the responsible Coordinator, who reviews them in association with the teacher, and takes any action necessary.

• Attendance
• Commitment
• Participation
• Work and Progress Results or Examination Results
• Objectives
• Comments

Staff

Selection and Recruitment
Procedure:
• Advertising in appropriate, specialised publications and through the Careers Service Office of the most profound Universities in Greece and abroad.
• A strictly defined selection process:
  • Task based Test
  • 3 stage interview process
  • Skills assessment
  • Two-month probation employment period
  • Final approval

Teacher Assignment
Teachers are assigned to classes taking into consideration their special capabilities and their Professional experience in relation with the participant’s requirements and objectives.

Performance Monitoring and Evaluation
The Teachers have a very close collaboration with the Coordinator through their regular one-to-one meetings and monthly written reports ensuring effective monitoring. They are evaluated with the use of Class Observation as well as the written Evaluations and oral Interviews given by the Participants.

In-house Professional Development
We are committed to Continuing Teacher Development, offering our staff encouragement and support in their pursuit of further Academic Qualifications and promoting collaborative dialogue and exchange of experience in Seminars and Workshops. The focus is on the teaching of Business English and discussions cover theoretical approaches, methodology and techniques related to the particularities involved in the field and accumulated experience.

Quality Assurance
LTES applies the following Quality Assurance Procedures:

• Class Observations. A Coordinator attends a class with the objective of observing the teaching methodology and checking the adherence to the objective that has been set. This is done with prior notification to the Teacher and the Participants.
• Client Feedback. Anonymous questionnaires are given out to the Participants requesting their evaluation on the English Programme and all its entities. We also request feedback by the Human Resources Department taken with their own methods of evaluation.
• Sample Teaching. A Coordinator enters a class with the objective of teaching one session in order to personally identify the progress of the participants, their attitude to learning and their response factor, and the methodology used in the classroom.