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Praise
for Accelerated Learning's "Does it work? I can give an unequivocal 'yes'. The secret is that it is downright FUN. The big advantage to each weekly session is that you all stay motivated to keep, learning. You get a chance to actually communicate in your new language straight away, which is what most business people want. Our group of ten finished the whole course in twelve weeks and we all feel competent in German. We have all noticed a big difference in attitudes when we deal with overseas people." –Trevor
Burdgett, Crosfield Electronics, United Kingdom
"It is not only in the direct field of language tuition that the Accelerated Learning philosophy has validated itself. The key principles of lateral thinking, creative imagination, and the engendering of self-confidence have impacted on the other aspects of our course such as role learning and the memorizing of music and production."
–David Kram, Victorian College of
the Arts' School of Music, Melbourne, Australia " . . .radically different from any other language course we have seen or heard...an admirable package." –
The British Association for Commercial and Industrial
Education "The results have been spectacular. Many staff started off being skeptical, but some are surprised, even shocked, by the progress these youngsters are making. Their level of confidence is unprecedented."
–Mrs. Val Duffy-Cross, deputy head,
Bridley Moor comprehensive school, Redditch, England "We condensed two years' work into three months using Accelerated Learning. I'm amazed at the level of proficiency."
–Balmain High School, Sydney, Australia "It is in foreign language teaching that the amazing results of the accelerated learning methodology have been best assessed. In this field one soon ascertains how fast a person learns and develops his personality as a whole."
–Brazilian linguist Luiz Alberto Machado
"The students learn to take control of their learning and when they feel more in control they do better."
–Teacher-librarian Elizabeth Burridge,
Sandgate District High School, Queensland, Australia "After four days the learners were able to write and perform short dialogues without referring to their scripts. After eight days they were able to introduce a friend in German with a three-minute speech on professional background and interests. After twelve days they confidently performed short plays lasting fifteen to twenty minutes."
–Graham Patterson, lecturer, Faculty
of Education, University of New England, Australia
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