Why Fun Base Language Learning is Best for Learning and Delivers Better Results

    • Fun Base Learning is one of the best methodology for teaching languages. It is best for learning and delivers amassing results. Fun Base Learning is suitable for children aged between 5 and 12 years and in primary schools, as well as those aged 0-5 years and in childcare centers.

      The idea behind Fun Base Language Learning is making learning a fun-filled activity for all children. The little ones learn better when their lessons are filled with plenty of fun. This way, it is easier for their minds to retain new learning.

      Languages Taught

      Fun Base Learning approach has proved highly effective at teaching the following languages at LCF Fun Languages Australia:

      1. French
      2. Spanish
      3. Mandarin
      4. Italian
      5. German

      More importantly, the classes at LCF Fun Languages Australia do not revolve around languages alone. On their own, languages may not be fun to learn. The methodology used in making languages fun to learn features several activities that include games, technology, dance, music and songs, activity sheets, drama and role playing.

      Small Group Learning

      Each teacher takes care of a small group of learners. This ensures that all students receive the personal attention required to learn a new language successfully. The approach works well regardless of the student’s familiarity (or lack thereof) with the new language.

      The methodology takes cognizant of the natural process that is involved in acquiring or learning a new language, especially among little children. This method trains children to excel in not only listening, but also repeating, speaking, reading and writing the newly acquired language.

      Encourages Independent Learning

      The fun-based approach allows children to develop into independent learners. It directs them towards learning by making inquiries too. The fact that children naturally love to explore and possess highly inquisitive minds helps make the entire approach quite successful.

      Children who show up for the fun-based learning may already have a first language. The program uses this as the basis for teaching them a second language. It does not ignore the similarities and differences that exist between the children’s first and second languages.

      The driving guide of the entire program is communication. This is closely related to inter-cultural understanding that the program endeavors to transmit to the young minds. At the end of the program, each student becomes a good communicator and understands other cultures well.

      Therefore, the premise is that Fun Base Language Learning is not only best for learning, but also the perfect approach for delivering great results. It benefits children in several ways by allowing them to learn in fun-filled surroundings.

      Contact us to start a language program at your primary school or childcare centre. www.lcfclubs.com.au or 1300 707 288


      LCF Fun Languages Australia Media Team

      (*LCF Fun Languages Australia, operates pre-school, childcare centre, kinder, Montessori, before and after-school language learning centres across Australia. Operating throughout Europe, Australasia, South America and Asia, LCF started teaching languages in 1985 with a method based on the natural way that children acquire a language.)

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  • Fun Languages helps put the world in the palm of their hands

    • All babies are born with the innate ability to acquire language and because of this ability do so at a rapid rate.  Children are able to hear and understand reasonably complex structure or patterns without ever having a direct lesson in grammar or speech.  

      However, it’s commonly believed that there’s a certain period of “linguistic plasticity” that extends only to a certain age (before the age of 8 years at the outside) after which language learning becomes much more difficult and less successful.  Studies of so-called “wolf children” who, for various reasons, were not exposed to language before the age of 8, have shown that these children have very limited success in acquiring language thereafter – especially grammar.

      One famous example of this is the case of 13 year old Genie, who was discovered isolated in a room by her father.  Although, after her discovery she was subsequently able to learn the words for identifying objects, all attempts to teach her grammatical English – how to use the words in comprehensible and grammatically correct sentences – met with failure.  


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  • The importance of Mandarin Chinese in Australasia

    • The ever increasing role that Asia is playing in the future of both Australia and New Zealand, and in particular the economic and social importance of China as a regional neighbour and trading partner for both countries, is not “new” news. And, specifically as it pertains to second language learning, much has been written on the potential benefits to this relationship by developing Chinese language education in Australian and New Zealand schools. A good and mutually beneficial relationship will require a pool of Ausies and Kiwis who have a good understanding of the country and its culture and who’ve learnt to speak the Mandarin Chinese language well.

      However, a recent report on ABC news brings a new perspective to this discussion from the Australian point of view, with experts saying that not only will the inclusion of Asian languages in the national curriculum go a long way to enhancing this relationship; it could also help curb racial discrimination.


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