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German for social and work life

My introductory offer: 25% discount on all training courses until 31.08.2024


In our opinion, there is no single correct method for teaching foreign languages. Everyone learns a little differently and everyone has their own learning habits. Very often, learning is also culturally influenced.

Just as with the time organization and the learning objectives, we look at which methods suit you best. Do you like role-playing games? Do you like experimenting with language? Are you more of a logical, analytical type or do you prefer to experiment? These and many other characteristics influence our work together in the classroom.

This shows that language teaching is not a one-way process from teaching to learning. As a participant, let your teacher know during the training what worked well and gave you confidence and what did not. In this way, she can adapt to you better and better and organize the lessons sensibly and appropriately.

Our principles for good teaching

Nevertheless, there are criteria that we consider to be essential in our work.

At the heart of the CEFR (Common European Framework of Reference for Languages) is the global scale for describing competence levels for foreign languages. It defines the known levels A1-A2-B1-B2-C1-C2. Each level includes further detailed scales that describe what you can generally do in the foreign language at the respective level. More on this in GER, chapter 3.3

The CEFR is an important tool for planning your training courses. If we use a textbook, this planning has already taken place in the publishing house when the book was created. When working without a textbook, e.g. in the case of individually designed training courses, this step is still carried out by ourselves. However, we don’t work on the basis of pi times thumbs, but base our planning on a solid framework.

The focus of language learning is not on vocabulary lists or grammar rules, but on so-called communicative strategies. We use them to achieve our communicative goals, e.g. asking someone for a favor, answering a customer email or handing over a shift. More on this in GER, chapter 2.1.5

Errors in lexis, grammar or pronunciation can hinder the achievement of this goal. So you don’t learn grammar for its own sake, but to be able to express and understand something specific. The better the linguistic structures are mastered, the more competently one can communicate linguistically.

We therefore pay attention to correct forms and expressions right from the start. A sound introduction and solid training in the language elements are the basis for successful learning.

With the action-oriented approach, learners are seen as acting subjects in a social context in which they want to or have to take certain actions. The lessons therefore prepare learners to act competently in concrete situations using German as a foreign language. The situations arise from the jointly defined learning objectives. Further information can be found in the CEFR, chapter 2.1

This is why the scales in the CEFR are not formulated in a language-specific way, but are applicable to all languages. You will therefore not find information such as “He/she can form the perfect tense correctly.” Instead, the focus is on the action: “He/she can tell you what he/she did at the weekend.”

Every person is different. Everyone has their own experiences, habits, goals, opportunities and motivations – even when it comes to language learning. Together with your starting level and your training goal, these individual characteristics determine how the training actually looks and runs: Do you first want to do exercises for confidence with new grammar, or try out your own constructions as quickly as possible? Do you have to write something down to understand it?

Our job as a trainer is to enable you to achieve your learning goal. This goal and the associated milestones are the compass for our work. Before a new training phase, we present the next steps and why we want to carry them out with you. We will be happy to respond to your questions, comments or suggestions.

In training, every task, every text, every exercise is therefore a concrete step towards your goal.

Or: The role of mistakes

Language teaching is training, i.e. the focus is on trying things out, practicing, trial and error. You are experimenting with your linguistic knowledge, and it is normal that not everything is correct. Experiments sometimes go wrong. The task of the trainer is therefore to give you feedback on whether your formulation (“your experiment”) is working or how it should be better.

We therefore motivate our participants to try things out for themselves and experiment. Feel free to test the limits of your German language skills, because lessons are the ideal place for experiments: Here we only simulate real situations and nothing can happen – unlike in an exam or a job interview, for example.

Of course there is “right” and “wrong” in teaching, but not “good” and “bad”.

Do you have any questions about the training courses, packages or options? I will be happy to advise you:

Improve your German with

4-week money-back guarantee

As a new customer you can test my training for four weeks without risk. If you do not wish to continue the agreed training, you can cancel it without giving reasons. I will refund you the amount for the remaining training sessions - you only pay for the hours that have already taken place.


Professional qualifications and in-depth training as well as many years of extensive experience enable me to create tailor-made and successful training courses.


In 20 years I have gained experience at various colleges and universities, in companies in different industries and in examination system. This knowledge flows into my training sessions every day.


Every action has an impact on other people and the environment. That's why I'm thinking about how I can live up to this responsibility in my work.

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