a wonderful problem to have

There are currently over thirty presenters who have offered to participate in the On-Line Agen Workshop program. It will take me at least another week to organize their proposals and begin to finalize the program. I’m excited to see so many people from around the world offering to make this conference a success. Here are some of their names. They represent fourteen different countries and we hope to see more before the list is complete.

Laurie Clarcq         Adriana Ramirez         Hélène Colinet               Liam Printer

   Kathrine Shechtman             Michelle Whaley          Dahiana Castro

Fadi Abughoush    Jim Tripp       Kirstin Plante       Robert Harrell

Janique Vanderstocken   Teri Wiechart     Jason Fritz  Cécile Lainé

    Alice Ayel     Scott Benedict    Tammy Ruigrok              Anna Gilcher

Margarita Garcia Perez  Carol Bausor   Diane Neubauer      Rachelle Adams

Annick Chen     Karen Rowan           Sule Yilmaz              César Gonzalez Paso

Judy Dubois    Sabrina Sebban-Janczak    Nicole de Boer    Pilar Reyes Sierra         

For Newsletter Recipients

Although you are already registered for the “live” conference which will be held in 2021, we invite you to fill out this form so that you will receive the necessary codes which will allow you to access the live sessions and the language labs of the on-line conference of 2020. Since members of your family may attend the Language Labs free of charge, for our planning we need to know which labs they wish to participate in.

Registration for the On-Line Agen Workshop 2020 - newsletter recipients

The Ninth of May – Mayi

The Ninth of May

Europe celebrates the 8th of May as the end of World War II. In a small town in Cameroon the Batanga tribe celebrates the Ninth of May, the day that marks their return from exile at the end of World War I, more than a hundred years ago.

When World War I began, Kamerun was a German colony. The colony was named after the abundant fresh water shrimp, called camarao by the early Portuguese explorers, to be found in its rivers. The Germans had built a big port at Douala and an administrative capital at Yaoundé. Along the southern coast there was a small town called Kribi with a lighthouse, a church and a prison. The Batanga of Kribi were fishermen, living in villages under the tall coconut trees. They went to sea in dugout canoes and sometimes brought back sharks as big or bigger than their canoes. They were proud people who had converted to Christianity early. Some of them were educated and there was even a pastor who had studied in the United States. They looked down on the neighbouring, “pagan” tribes. They were not interested in working in the German coffee plantations because they could satisfy all their needs by fishing. Finding them difficult to govern, the German authorities had had their traditional chief hanged.

One day two large ships flying British flags anchored outside the port of Kribi. They were too large to dock, but began bombarding the German buildings and were preparing to ferry soldiers to shore. The world war had come to Kribi. The German force was too small to resist and decided to retreat into the interior, towards Ebolowa.

When the British marines landed, they were greeted with open arms by the local population, who saw them as liberators. Unfortunately, the Germans had been able to summon more soldiers and were soon returning to retake the town, considering it too strategic to abandon. Kribi controlled the only road that led into southern Kamerun.

Realizing that they were not numerous enough to hold their position against the German reinforcements, the British decided to retreat. When the Batangas learned that their hated masters were returning there was a general panic. Their chief had already been hanged. Everyone was convinced that the German soldiers would massacre the entire population for having welcomed the British to their town so enthusiastically. They pleaded with the British naval officer, Captain Taylor, to let them board the ships. He agreed to carry them to the western part of Cameroon where they would be safe from German reprisals.

The fishermen had their own canoes and were able to paddle their families out to the British ships. Those who didn’t have a canoe swam. Louis Ngandé was about eleven years old and he told of going to the ship astraddle a broken piece of an old canoe, all he could find. The Batanga were using anything that floated to get them to safety. Today when they tell the story, they sing in English, “Taylor, wait for me.” The tradition is that all the Batangas, men, women and children, re-enact the scene every ninth of May, singing “Taylor, wait for me”, as they wade into the sea. They say that if you bathe in the sea on that day, you will not drown during the year.

There are many oral traditions dating from the day the Batangas left their home and were carried into exile. They tell about the pastor who refused to go with the others who were being herded by the sailors into the hold. “I’m a pastor!” he said indignantly in excellent English. Captain Taylor replied, “Today, even if you were Jesus Christ, you would go into the hold.”
The Batanga refugees were taken to what is now West Cameroon and put into a camp. They were in a strange land, surrounded by people who did not speak their language and there was not enough food. They suffered and some died, far from their homeland.

At the end of the war Kamerun was divided into West Cameroon, which became a British colony, and East Cameroun, which became a French colony. Transportation was organized for the Batangas once the Germans had permanently left the area. On the ninth of May, 1916, they landed on the beach they had been forced to abandon. Ever since they celebrate their homecoming each year with a parade, dances, banquets, festivities and an “opera” where they enact the scenes of their exile, remembering many dialogs that their grandparents or great-grandparents told them about word for word, preserving the event in the memory of new generations.

The Left Hand of Darkness

I’m re-re-reading The Left Hand of Darkness by Ursula K. Le Guin. So much wisdom and foresight and humanity, it should be required reading if anything ever should be. And I come across this passage which seems so pertinent in today’s world:

“His speeches were long and loud. Praises of Karhide, disparagements of Orgoreyn, vilifications of ‘disloyal factions,’ discussions of the integrity of the kingdom’s borders, lectures in history, ethics and economics, all in a ranting, canting, emotional tone that went shrill with vituperation or adulation. He talked much about pride of country and love of the parent land, ….I decided that he wished to arouse emotions of a more elemental, uncontrollable kind. …He wanted his hearers to be frightened and angry. His themes were not pride and love at all, although he used the words perpetually. As he used them, they meant self-praise and hate. He talked a great deal about truth also, for he was, he said, cutting down beneath the veneer of civilization. It is a durable, ubiquitous, specious metaphor, that one about veneer or paint or plyofilm or whatever, hiding the noble reality beneath. It can conceal a dozen fallacies at once. One of the most dangerous is the implication that civilization, being artificial, is unnatural, that it is the opposite of primitiveness. Of course, there is no veneer. The process is one of growth and primitiveness and civilization are degrees of the same thing. If civilization has an opposite, it is war. Of those two things you have either one or the other. Not both.”

Does Acquisition require Output?

I had an interesting discussion about language acquisition with the father of one of my younger students. He explained to me how he discovered at the age of twenty-two that he could speak fluent Italian.

He was born and grew up in southwest France, near Agen. His father’s family immigrated from Italy when his father was a very small child, so his father grew up speaking Italian at home and French in school and was perfectly bilingual. He went back to their native village for a bride. When she arrived in France, she spoke only her Italian dialect. The couple spoke Italian at home and the first child, a boy, grew up bilingual. The man I met was the second child. By the time he was born the mother had learned to speak French

Since everyone in the family spoke French and the second son heard only French outside of his home, his first words were in French. As a toddler, he sometimes heard his parents speaking to each other in Italian, but when he tried to speak Italian, they laughed at him, saying he had a French accent. He felt humiliated by their laughter and he stopped making any effort to speak Italian. Because his parents considered their Italian dialect substandard, they did not encourage the children to speak it. He told me, “It wasn’t the Italian they taught in schools.”

He went to Italy a few times as a child with his parents, who acted as interpreters for him when they visited relatives. Having grown up in a home where Italian was spoken, he understood the conversations around him, but, being shy, he never found it necessary to speak for himself. He was convinced he didn’t know how to speak Italian because he had never practiced it.

Years later, he took his French bride to Italy on a honeymoon and found that there was no one in the village who could interpret for him. So, out of necessity, he tried to communicate and quickly found the language “spilling out of his mouth”. Without ever having practiced speaking or studied conjugations, he told me that he was able to speak fluently within about three days. His wife was present and assured me that after the first couple of days he spoke easily without any hesitations. He says now that he has a slight accent and makes a few mistakes with gender but otherwise his language is grammatically correct.

This case study seems to support the view that comprehensible input is sufficient for acquisition.

Tao Te Ching for Language Teachers

January 1st, 2020

“Brim-fill the bowl, it’ll spill over.” Lao Tzu by way of Ursula K. Le Guin

As language teachers, we want to hear our students speak. Yet, we all have seen the results of forced output: students who dread speaking, who hesitate and stumble and the one phrase that comes out is exactly what they know is incorrect. It’s like trying to draw water from a shallow, muddy well. When I asked a university class of eighteen year old English majors to describe a frightening experience, at least a quarter of them wrote about being called on to speak in English in class.

Stephen Krashen tells us to give our students optimal input, rich and varied input, and the output will take care of itself. I’ve often used the image of the glass of water filled to the brim with students who want to practice speaking. When they speak because they can’t help themselves, when they are not practicing but communicating something essential, the language that flows from their mouths will be clear and correct.

Other teachers insist that students need to practice. “You learn to speak by speaking.” Yet Lao Tzu continues with “Keep sharpening the blade, you’ll soon blunt it.” By forcing students to speak before they are ready, before the speech spills out of their mouth, we are blunting their spontaneous desire to speak. One of my adult students told a story about being called to the phone in her office because her colleagues knew she was taking English lessons. The caller was English and spoke no French. My student answered their questions and gave them the information they needed. When she hung up, she was utterly amazed at herself. Telling me about it she said, “I don’t know where the words were coming from. I completely forgot I was speaking in English, I just wanted to help them.”

Fill the bowl to the brim and it will spill over.

Give your students optimal input. When their minds are filled with lovely language, it will spill out of their mouths.

Our Team

Who is coming to Agen this year? I’m so delighted that some very wonderful people have given up part of their summer holiday to join us in Agen. There will be six or seven language labs with some amazing teachers. Linda Li will be teaching Mandarin, Jason Fritze will be teaching Spanish, Sabrina Sebban-Janczak will teach the French lab. Judith Dubois and Tamara Galvan will be teaching English. We are still exploring other possibilities, some new names and some familiar ones. As in the past, we suggest that those who are new to Comprehensible Input methods go to Daniel Kline Dubois to Acquire Breton, a Celtic language that has nothing in common with the Romance languages. Putting yourself in the student’s place is still the best way to grasp the power of Comprehensible Input strategies. I will post updates from time to time on the Agen Workshop Facebook page.

Our coaching team will once again be led by Robert Harrell. He will be assisted by Rosana Navarro, Philip Smith, Janique Vanderstocken, Jayne Cooke, Sally Rose, Scott Benedict and Ariene Bortutski. I’m very proud that more and more of our coaches are native Europeans who are familiar with conditions on this side of the pond.

Some presenters who are already committed to coming to Agen are: Karen Rowan, Hélène Colinet, Kathrin Shechtman, Adriana Ramirez, Anna Gilcher, Rachelle Adams and Kirstin Plante. If you are not familiar with them already, you can find out more about them by googling their names. I will keep you informed as others finalize their plans.

Those of you who were there last year may have noticed that the technology worked great the first part of the week and there were problems towards the end. We had the very competent support of Carey Pohanka during the first few days, then she had to leave. Next year Carey will be with us all week long!

Sabrina’s Immersion Workshop If you teach French and have adult students interested in coming for the week, contact me or Sabrina. If you teach French and want to improve your proficiency, or if you teach another language and want to learn French, you may want to attend Sabrina and Daniel’s two weeks of immersion. A trial run last year was so successful that they are offering two weeks of French immersion this year. Participants will attend the morning lab sessions the first week and have lessons with Daniel and Sabrina the second week. There will be afternoon activities the first week for those who are not teachers and afternoon excursions the second week. More information here:

Bad News and Good News

Registration for the On-Line Agen Workshop 2020

Because of the pandemic, the Agen Workshop 2020 is being moved on-line. Those who have already registered will be able to attend both the on-line 2020 conference and the physical conference in Agen in 2021. We will be opening registration for new-comers to the on-line conference by Wednesday, May 20th and will announce prices shortly. As you can imagine, there is a lot to do, a lot of questions to answer and decisions to be made. Please be patient with us because part of the charm of Agen has always been that we are a small operation and suddenly we are being asked to up-grade in ways we had not foreseen. Just like teachers around the world are doing. To be honest, until last week we were still hoping that it would be possible to see so many old friends back in Agen by the end of July, so we were not really considering the possibility of going on-line. Here is the message which we sent out last week:

Dear Friends,

First of all, I want to thank all of you for your kind patience as I have been struggling to try to understand the current situation and foresee the future decisions of governments, medical experts and transporters. I felt like a fortune teller with a very cloudy crystal ball. I was amazed to receive so few inquiries from you, which I could only interpret as silent support, imagining that you, like me, had your fingers crossed and were praying for a miracle that this conference would happen.

Today I have both bad news and good news. My final decision was based on the fact that if one hundred people came to Agen and only one of them got seriously ill, it would not be acceptable. I do not want to endanger anyone or be responsible for their suffering. Even though Agen has been extremely fortunate compared with other parts of the country, people coming into the area could bring the virus with them without knowing it. So, I feel forced to cancel the conference for this summer.

The good news is that I am now working with Karen Rowan, Scott Benedict, Robert Harrell and others of our team to plan how to go on-line and have a virtual conference. Those of you who have registered and paid for the Agen Workshop 2020 are automatically registered for 2021 and will have access to the on-line conference of 2020 free of charge. Your children and family members can also enroll in the language classes free of charge, as they have done in the past in Agen.

It is still early days, but our goal is to create an on-line conference that has the relaxed and intimate feeling that made Agen so different from other conferences. We also want to feature teachers and presenters that are not often seen elsewhere. Currently we are thinking along the lines of a first week of language classes to model a variety of Comprehensible Input strategies as well as incorporating techniques that can be used in on-line classes. This would be the week of July 20th-July 24th. During the week of July 27th-31st there would be live presentations, coaching and round tables, along with times to chat with colleagues and share thoughts, ideas and questions. Those of you who have already been to Agen know how important the long, relaxed lunch hours with good food and good company were. We want to preserve that as much as we can. This is why the live sessions will be scheduled during half a day so that they can be accessible to everyone at a fairly reasonable hour, whether you are in Europe, the States or Asia. They will also be recorded so that you can watch them at your leisure. We don’t want people sitting in front of a screen for eight hours, five days in a row, or getting up at three in the morning to see a presentation. That wouldn’t do in Agen, would it?

So this is my news. I’m looking forward to your ideas and suggestions. Some of you may have hesitated to make a proposal for a presentation because of the doubtful situation. Please, if you think you have something to present to other teachers, contact me directly and I will send you a proposal form. We are very fluid and the on-line format will allow us to adapt.

I am also in the process of contacting some old favorites and new stars who were, for various reasons, unable to commit to coming to France this year, and may be prepared to do something on-line for us.

Please stay safe,
Virtual hugs for all of you,

Where in Europe can you learn about Comprehensible Input methods?

The Canal at Agen

The Canal at Agen

The Agen Workshop for foreign language teachers is eight years old. In 2020 once again teachers from around the world will meet in Agen to share their ideas and innovations. Last year there were a hundred teachers from twenty-five different countries, including Australia, Korea and South Africa. As of January 1st, 2020, there are already almost fifty inscriptions, some familiar faces and some new. We are delighted to announce that Linda Li will be teaching Mandarin and Jason Fritze will be teaching Spanish this year. The other morning Language Labs will be Sabrina Sebban-Janczak in French, Judith Dubois and Tamara Galvan in English, Daniel Kline Dubois in Breton. Robert Harrell will lead the coaches. We are looking forward to presentations by Anna Gilcher, Rachel Adams, Janique Vanderstocken, Adriana Ramirez, Hélène Colinet, Scott Benedict, Karen Rowan, Kirstin Plante and others.

What is going on in Agen? Who are these people that you see having lunch in the restaurants downtown, carrying on animated conversations, usually in English but sometimes in French or Spanish or Dutch? They are participants in the annual Agen Workshop, here to learn more about TPR, TPRS, Movie Talk, Story-Listening and Optimal Input. They are language teachers from around the world that want to learn more about Stephen Krashen’s Input Hypothesis and how it can be applied in the classroom.

Krashen’s research on how languages are acquired dates from the 70’s, but it wasn’t until the 90’s that classroom teachers found ways to put his ideas into practice. For the first time, thanks to the Internet, thousands of teachers were able to collaborate and share their experiences and feedback. Blaine Ray is honored as the original creator of TPR Storytelling, but the method grew and evolved over the years with input from classroom teachers like Susan Gross who were trying it out in the real world. Often in France a method that is the brain child of one influential person is handed down from ministerial authorities and teachers are told to adopt it, or else, and to throw into the trash bin the “exciting new innovation” they had spent the last decade trying to master. Today “CI” is truly a child that has been raised by an entire community, a grass roots movement that has spread and conquered more and more schools and districts across the United States. In 2018 when ACTFL (the American Council of Teachers of Foreign Languages) named the five regional winners of the “Foreign Language Teacher of the Year” award, it turned out that three of the five were TPRS teachers.

As the movement grew, more and more teachers began doing things that were not TPRS, but were fully in line with Stephen Krashen’s emphasis on giving students compelling, comprehensible input, what he now calls Optimal Input. At the Agen Workshop we wanted to be open to all strategies that encourage input and do not force output.

At the beginning of the decade there were two major TPRS conferences in the United States: NTPRS and iFLT. They are usually held in July. European teachers who were interested in the method had to organize a trip to the States to learn more about it and meet some of the amazing teachers who had helped it develop. In 2013 I invited Teri Wiechart, who has been a coach at NTPRS since the early days, to help me organize a workshop for teachers in Agen, France. Fifteen people came. The following year we had twenty-five and in 2015 year there were fifty people. In 2017 eighty teachers came together in Agen. Something a bit magical happened at these workshops. People from different lands, who taught in schools that were very different, were sharing their ideas and difficulties and experiences and discovering that they had much in common and that Comprehensible Input offered many solutions. People left the workshops excited about the methods and its possibilities, but also excited about the friends they had made and the doors that had been opened. The CI world heard glowing reports about Agen and more and more wanted to come.

I met Stephen Krashen when he was the key-note speaker at TESOL’s Colloquium in Paris in 2014. He then considered TPRS was the most effective means of teaching a language that he had ever observed. He came to Agen in 2016 and again in 2017. He helped convince Beniko Mason Nanki to come. Her research has validated much of the Comprehensible Input hypothesis. Stephen now feels that some TPRS teachers have reverted to using forced output and favors the Story Listening approach. In 2016 we were also very happy to welcome Ben Slavic to Agen.

In 2016 Beniko presented her Story Listening method, which inspired Kathrin Shechtmann, Alice Ayel, Ignacio Alamandoz and many others to try it. Story Listening is brilliantly easy to put into practice and can be adapted to many different types of students. You can now watch videos of Kathrin, Alice, Beniko and others doing Story Listening online. This unique way of giving Optimal Input to students has proven its effectiveness at all levels.

In 2018 Susan Gross, who did so much to develop the TPRS method, came to Agen, along with Jason Fritze, Scott Benedict, Sabrina Sebban-Janczak, Laurie Clarcq, Kelly Ferguson and Robert Harrell. Margarita Perez-Garcia came all the way from New Zealand to demonstrate using OWI in a Spanish class with young learners. Alice Ayel explained how using Story Listening as developed by Beniko Mason had helped her IB students attain excellent scores. Pablo Roman taught Japanese using the Automatic Language Growth method.

So what is different about Agen? Why are so many people coming from so far away to a little town in southwest France? One thing that we have tried to do in Agen is to develop the better aspects of the big American conferences. We have coaching with some of the best coaches around. We also have language labs as developed in iFLT, real classes of students of English, French, Spanish, Mandarin and Breton with experienced teachers. Participants can observe the classes for the first part of the morning, then step in and have a turn as Apprentice Teacher, putting into practice basic CI strategies, trying out new techniques. In the final part of the morning, we ask the participants to PQA one of the students in a brief one on one discussion. In this way, we actually engage the participants in the lesson, so they are doing more than just observing a master teacher.

Of course, our secret weapon is Lunch. Agen is at the heart of a region reputed for its good food and there is almost a surplus of excellent but inexpensive restaurants. We encourage participants to choose one and go to lunch together. Instead of grabbing a sandwich and rushing back, we want them to take their time over lunch, to enjoy the food and process what they have seen and learned, sharing their thoughts and exchanging ideas, asking questions and giving themselves time to absorb a very different way of viewing their profession.

In the afternoon coaches are available for those that want to try out new skills. There are presentations by some well-known figures from the States, but also by some of our local, European talent. As methods that promote Optimal Input become better known on this side of the pond, we want to encourage those who are using it over here.

Some of our other presenters have never presented in the States and it is important to me to develop the “European” angle. Jayne Cooke, Kirstin Plante, Liam Printer and Carol Bausor as well as myself have taught for many years in Europe and understand the conditions here, and how our techniques which encourage Comprehensible Input can be adapted to a public with much different expectations than are found in American schools. Jayne Cooke will speak “In Praise of Difference”, explaining how some students simply see the world in different ways. I will explain Very Narrow Listening, an extremely effective method of helping students to be able to hear input that thus becomes comprehensible.

The afternoon sessions end at six o’clock, but there are evening coaching sessions at the Stim’otel.

In 2018 we began offering free language classes for members of the participants’ families, as well as a guided tour of Agen and a free visit of the Agen Museum which enchanted everyone. Our goal is to be “family friendly” so that participants can combine a family holiday with their professional development. A baby-sitter is available during the morning Language Lab sessions.

*Warning: The Agen Workshop is addictive. Once people come they tend to keep coming back year after year. Some participants are being reimbursed by their schools or professional organizations, but many consider that the week of growing and sharing with kindred souls is well worth their travel expenses. Here is what some of them have said about their stay in Agen:

Maika from the Netherlands: The very nice experience in the previous years and the great atmosphere and the inspiration it gives me. Every year I learn new things and I get inspired again, which is so good to start the new year with.

Seoyoung from Korea: I just loved the 2018 Agen Workshop. I’m returning in 2019 with a friend.

Hélène who teaches French in a IB school in Spain: I would come every year. It is more than teacher training. All the school year I have in mind what I have seen or learned at Agen. It is inspiration and motivation for a successful school year.

I’ve tried to give you a peek at our workshop as it is shaping up. It’s still a bit early to give all the names of our presenters and activities, but we hope you can make it either this year or another year. In the meantime, enjoy life and be kind to others. And don’t forget to be kind to yourself.

The Witch

How is the Agen Workshop organized?

 Here is a description of the Agen Workshop that may be useful to those who are applying for grants:



The Agen Workshop

International Professional Development for Language Teachers in Innovative Methods Favoring Second Language Acquisition


Our training is designed for teachers of foreign languages. Presentations are offered in personalization, classroom management, and a variety of techniques and classroom activities, as well as lectures on the principles of second language acquisition. Our staff, participants and presenters come from around the world to learn and share their experiences in a unique setting.



Participants must be a certified foreign language teacher or a university student who is preparing a diploma in foreign languages.


Pedagogical Goals :

Our goal is to help participants better understand the principles of how a second language can be acquired and to understand and experiment with innovative, varied and motivating methods of giving students comprehensible input in order to improve the four skills of listening, reading, speaking and writing.


After finishing the training, the participant will be able to use the techniques of Story-Listening, TPRS, Clip Chats, Readers’ Theater and other assimilated strategies which can enhance the success of their students. A better understanding of the principles of acquisition will permit the teacher to make appropriate choices in how to conduct their classes.

 Training Time :

The conference begins at noon on Monday in the last week of July and finishes at noon on Saturday, a total of five full days. The dates for this year are July 22nd to July 27th, 2019.


The normal cost of the full five day conference is 475 euros. Those who register and pay before March 1st have the benefit of the “Early Bird” price of 395 euros. Family members who are travelling with them can attend the “Language Lab” classes free of charge.

Organization :

During weekday mornings, the participants can observe experienced teachers working with students in Language Labs.  Some participants can volunteer to co-teach the class, working with a Coach who also facilitates the de-briefing after the students leave. In these classes students learn English, Breton, French, Spanish, Mandarin and Latin.

The afternoons and Saturday mornings are given over to lectures, presentations and round tables concerning the principles of  Second Language Acquisition or specific techniques.  Coaching sessions are programmed during the afternoons and also during the evenings when teachers can try out specific techniques with the help of an experienced coach.


Professional  staff :

Mme Judith Logsdon-Dubois, professeur agrégé, has a Diplôme d’Etudes Avancées. She is assisted by Diane Neubauer, currently finishing her doctorate studies at the University of Iowa, Sabrina Sebban-Janczak, who teaches French in Denver, Colorado and was TOY in her State, Magarita Perez Garcia, Spanish teacher in New Zealand, Daniel Dubois, Breton teacher in Lorient, France, Robert Harrell, currently working on a teacher training system in California, Tamara Galvan, a teacher trainer in France, and Scott Benedict of Teach for June and many other well-known figures, such as Susan Gross. All our trainers are certified teachers with many years of experience in training teachers.


Pedagogical documents:

Each trainee receives access to The Agen Workshop Handbook, a seventy page document that explains the basic principles of Second Language Acquisition and describes the various techniques used to apply the principles to a classroom situation In addition, the trainees can choose from a large selection of books and material adapted to the language they teach at a stand presented by The CI Bookshop.


Training evaluation and Certification :

  • Each trainee is required to fill out a feedback questionnaire.
  • There is a debriefing with the staff after the conference.
  • We consider the best proof of our efficiency is the large number of trainees who keep returning to Agen, year after year.
  • Each trainee receives a certificate as proof of attendance.


Graduate Credits: We are currently negotiating with a number of American universities concerning the possibility of graduate credits for our trainees.