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CertifiedEducation quality


English as a Second Language
LingoJunior offers tutor-led online courses for children aged 7 to 12

LingoJunior proposes group or private language classes for young learners with specialized tutors, supported by kids friendly and storyline based PPT materials, online or offline.
Designed to fit schools expectations as extra curricular program, the syllabus is aligned with CEFR standards and personalized by experts.

Age groups 
Offline play 
Internet required
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

The balance between learning through observation and learning by doing is suitable for this age group. Having tutors guiding students in their learning journey is a good way to make sure students cannot pass through the content without engagement.
The emphasis is on rehearsing previously learnt which supports learning of a new language rather well. The student evaluation tool is a great way for students to reflect on their knowledge and understanding of concepts. LingoTalk provides enough examples and demonstration to help learners at a basic/beginner's level. Each level builds from the previous knowledge which allows students to re-use what they have learned from previous levels.
LingoTalk offers a linear and easy-to-understand path to learn languages. Each lesson (meeting) is structured in a consistent manner making it simple for the tutor to adopt and providing predictability for the students. This is especially important for the younger learners as it gives them the sense of familiarity and security within the learning environment.
LingoTalk is a great method for younger students to learn in a safe manner whereby they can receive constant support. LingoTalk allows social interaction through digital channels as part of the learning experience. Having smaller learning groups and encouraging tutors can help students express themselves and take part in discussions in a more relaxed manner.

The following are the high educational quality aspects in this product.

The LingoTalk meetings are meticulously planned and structured offering a safe space for children to learn.
Each lesson contains a variety of methods with versatile pre-curated materials
Program provides a strong support for the tutors.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do.
Can understand short, simple messages on postcards
The solution is inline with CEFR framework for second language learning and matches the levels A1-B2.
Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.
Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly.
Can spell his/her address, nationality and other personal details.
Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc
Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.
Can follow short, simple written directions (e.g., to go from X to Y)
Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.
Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can make an introduction and use basic greeting and leave-taking expressions.
Can ask how people are and react to news.
Can ask people for things, and give people things.
Can handle numbers, quantities, cost and time.
Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
Can ask and answer questions about themselves and other people, where they live, people they know, things they have.
Can describe him/herself, what he/she does and where he/she lives.
Can read a very short, rehearsed statement - e.g. to introduce a speaker, propose a toast.
Can produce simple mainly isolated phrases about people and places.
Can give short, basic descriptions of events and activities.
Can explain what he/she likes or dislikes about something.
Can describe people, places and possessions in simple terms.
Can cope with a limited number of straightforward follow up questions.
Can ask for or pass on personal details in written form
Can write a short simple postcard
1 Can write numbers and dates, own name, nationality, address, age, date of birth or arrival in the country etc. such as on a hotel registration form.
Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.

Soft skills learning goals

Enabling the growth of positive self-image
Practising to understand visual concepts and shapes and observe their qualities
Practicing memorizing skills
Practicing letters, alphabets and written language
Practicing to use foreign language as a communication tool
Practicing to evaluate one's own learning
Practicing persistent working
Learning to understand and interpret diverse types of texts, from vernacular to academic
Learning about cultural aspects and to respect different cultures
Encouraging to build new information and visions
Supporting student to build their own linguistic and cultural identity
Getting familiar with different cultures
Learning to understand people, surroundings and phenomenons around us
Learning to face respectfully people and follow the good manners
Practicing to notice links between subjects learned
Learning to build information on top of previously learned
Practicing to notice causal connections
Learning to notice causal connections
Learning the basics of spelling
Practising visual recognition
Practicing to observe spoken and written language
Learning to find the joy of learning and new challenges
Encouraging the growth of positive self-image
Practicing to set one's own learning goals
Practicing to find ways of working that are best for oneself
Practicing categorization and classification
Practicing fine motor skills
Using technology as a part of explorative process
Using technology for interaction and collaboration
Practicing to take responsibility of one's own learning
Encouraging positive attitude towards working life
Practicing to give, get and reflect feedback

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation