Introduction

The advantage and unique feature of DLC in comparison to other English language institutes is that DLC was founded in 1985 and DLC’s founder and concessionaire, Ali Akbar Danesh, is professional in the field of Teaching English as a Foreign Language (TEFL) and has got many years of experience in Ministry of Education. Ali Akbar Danesh has got MA from the University of Tehran in TEFL and has published many books during all these years. DLC, with about four decades of teaching a foreign language to volunteers of different ages and language levels, has been working as a family business since 1985.

Dr Tina Danesh, a concessionaire and manager of females section of DLC, has got PhD in TEFL from the University of Tehran. She is one of the first English language teachers in Iran who received CELTA from the University of Cambridge, London in 2008. Having 9 years of experience in teaching general English and semi-ESP courses in the University of Tehran, participating in both national and international conferences around the world, and publishing some related books, Dr Tina Danesh has always been eager to find new and practical ways of teaching and learning a foreign language regarding the culture of our country, Iran. Because of special and academic familiarity of founder and concessionaires of DLC with TEFL, DLC has developed its specific model, ATBATM, in its methodology of teaching, learning and assessment and make learning English language easy, enjoyable and satisfying for volunteers.

Programs

Intensive Intensive English Program
Fast Semi-Intensive English Program
Simple Common English Program

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It goes without saying that each branch of Danesh Language Center is equipped with English language laboratories, computer sites and training aids as books, tapes, CDs, charts, video and television. In the English language laboratories and computer sites, students can improve the ability of their listening and speaking and use computers in learning their new language.
As it has already been expressed in programs and methods, grammar includes structure, vocabulary, comprehension, punctuation, translation, and summarizing and also conversation contains daily conversation, dialogue, lecturing, embassy interviewing, and conversations in business and tourism are varieties of teaching English as a foreign language in DLC.
At the end of each term students are issued a report card with a score for written and oral skills studied. In addition, an overall pass/fail grade is kept on record.
DLC Working Policy

The methodology and policy of teaching used in Danesh Language Center

The developed model, ATBATM, in the methodology of teaching a foreign language in DLC is based on Activity Theory.

This teaching, learning and assessment model has a vital role in improving the language proficiency level of the learners.

What we can see obviously in this model is the shift of responsibility for learning and assessment to all Subjects in Division of Labor and the focus on the learning of language skills and social skills in a group context.

This model has got reciprocal effect and is worked from both the teaching and assessment perspectives.

ATBATM
The methodology and policy of teaching used in Danesh Language Center

ATBATM:

DLC Methodology Model: Activity Theory-based Assessment and Teaching Model

Model

DLC Teaching &Assessment Policy

DLC has always tried to provide students with the needed opportunities for teaching, learning and assessment of a foreign language simultaneously.

And also, DLC has tried to consider whatever and whoever affects students’ learning in the educational and classroom context like teaching materials, teachers, environment, staff, supervisors, managers, students’ parents, etc to help students’ enhancement. It goes without saying that in using this model, a good teacher usually needs to adapt new ways of teaching and modern and up-to-date classroom activities based on learners’ needs, goals, expectations and potentials.

DLC is completely aware of the fact that students need experienced and educated teachers and proper educational context to learn a foreign language better. DLC doesn’t only judge the students in their learning, but DLC judges teachers and the other Subjects in Division of Labor as well. Consequently, teachers’ teaching processes and their commitment to teaching have being evaluated during each term. Also, the other Subjects in Division of Labor like receptionists, staff, supervisors, etc have been evaluating during each term.

ATBATM
DLC Teaching &Assessment Policy

ATBATM:

DLC Methodology Model: Activity Theory-based Assessment and Teaching Model

Model

DLC Mediating Artifacts

DLC takes teaching and assessment as inseparable facts and believes that teaching and assessment are two inseparable poles and it is impossible to just teach during the term and have a summative assessment at the end of the term. Whatever and whoever in the process of teaching, learning and assessment must be evaluated during the term. They all are considered as mediating artifacts of our model.

Here are some of the useful mediating artifacts in all DLC classes:

Teachers teaching process

Teachers’ feedback

Teachers’ correction policy of students’ errors

Students’ productive and receptive skills

Students’ productive assignments: Writings and presentations

Students’ integrated assignments: Reading-Writing, Listening-Speaking, Listening-Writing, Watching a film-Writing lab report, etc.

Teachers and students’ time to talk in the class

Teaching materials

DLC Mediating
Artifacts

ATBATM:

DLC Methodology Model: Activity Theory-based Assessment and Teaching Model

Model

DLC Subjects

Teachers, learners, supervisors, receptionists, managers of DLC and learners’ parents are all considered as subjects playing roles in students’ successful learning and enhancement. No need to assert that teacher has always been considered as the only responsible person in students’ learning process for many years.

Now that we are living in a time of rapid social changes, language teachers need to learn the needs of contemporary learners who are different from their previous generations.

Considering all the social factors, DLC believes that not only teachers have got important responsibility in pedagogical condition, but also the other people in an educational context can play an important role.

Each of the Subjects in an educational context has responsibility to help and encourage students improve their language learning.

ATBATM
DLC Subjects

ATBATM:

DLC Methodology Model: Activity Theory-based Assessment and Teaching Model

Model

DLC Goals

DLC aims to offer the highest standards in teaching, learning and assessment processes. DLC’s goals are those targets that learners, teachers, and the other subjects have in our educational context.

Goals of teachers in TEFL context are to provide learners with an opportunity to take advantage of globalization. No need to assert that both teachers and learners must be aware of the fact that learning a foreign language is not an option but a necessity in our modern and contemporary world. Also teachers must involve learners with the learning and discussion processes. DLC teachers can provide learners opportunities to communicate with each other, to collaborate with each other, to use language, to improve in their language learning process, to talk fluently, to fulfill their internal and external goals, and so on.

It can be said that there are two types of goals for learners: internal and external. The external goals relate to the usage of language that learners learn in contexts other than their classroom. The external goals can be the usage of the language in going to travel, in attending lectures or delivering a presentation in another country, in understanding their favorite music, in communicating with people of other cultures and nationalities and so on. The internal goals are related to the individuals’ mental development in the classroom. Internal goals can be the development of metacognitive skills and awareness by which learners can think differently and approach language from different perspective.

ATBATM
DLC Goals

ATBATM:

DLC Methodology Model: Activity Theory-based Assessment and Teaching Model

Model

DLC Community

DLC community involves all the Subjects and the interactions among them in language teaching, learning, and assessment processes.

DLC Rules & Regulations:

Registration Policy

Attendance Policy

Teachers’ lesson plans

DLC Teaching, Learning &Assessment Policy

ATBATM
DLC Community

ATBATM:

DLC Methodology Model: Activity Theory-based Assessment and Teaching Model

Model

DLC Outcomes

DLC has always tried to fulfill its specific goals by providing the needed educational conditions.

What is of great importance is the outcome of following these goals.

In fact, the importance of pursuing the educational goals is reaching to acceptable outcomes for all the Subjects in an educational setting.

These outcomes do not just involve an acceptable final score, but what is important is students’ enhancement in four language skills, their ability to use language fluently, their ability to interact with others, and their satisfaction of reaching to their aims and fulfilling their needs.

ATBATM
DLC Outcomes

ATBATM:

DLC Methodology Model: Activity Theory-based Assessment and Teaching Model

English Language Department
Young Learners Department
Young Adults and Adults
IELTS and TOEFL Department
Department of Other Languages
Research Department
Publication Department