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How We Teach English

A World Where Learning English can be Easy and Fun

At Helen Doron, children always come first. We've developed a way of teaching that speaks directly to them in a language they understand and one that guarantees the best outcomes. We promise to expose your child to a world of colourful characters, captivating stories, catchy songs and great games.

All Ages

We teach kids from 3 months to 19 years, tailoring courses to all learning levels & learning styles. We make learning easy and meet the highest academic standards.

Learning English is Fun and Easy!

Children love to learn and play and they learn best when having fun. Children don’t enjoy sitting down for long intervals — that doesn’t motivate them to learn. Our lessons are full of enjoyable activities that stimulate the senses. With original songs, games, lots of conversation and interaction, learning English becomes an adventure.

Why Our Methodology Works
Not only has the Helen Doron methodology been taught the world over with incredible results, but because it is based on a deep understanding of how children learn and what they need to reach their full potential, kids love it!

Teaching Expertise
Our teachers are highly trained experts in the Helen Doron unique methodology and the best the industry has to offer. They support your child’s learning process every step of the way, encouraging them to be the best they can be.

Proven Methodology
The Helen Doron teaching and learning method is based on years of experience and knowledge. Our focus on making learning fun, small groups, background hearing and positive reinforcement has been tested over time. Every class is designed with a variety of activities to cater to every learning style. Our unique learning materials feature original stories, songs and animations to make learning joyful and inspiring.

Today’s Young Audience
Our stimulating and effective classroom activities are supplemented by innovative games and apps to cater for today’s kids who are familiar with technology and love using it. These enable children to continue learning at home, in their own time and in a way they remember!

More than English. Values for Life.
Our programmes work because they are designed by a specialized team of linguistic and pedagogic experts. Beyond teaching English, the courses teach important values, life lessons, and how to become better world citizens.

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Interesting in learning more about our method?
Interesting in learning more about our method? Download Brochure

The World of Helen Doron English

The Helen Doron Methodology
The Music of Language
Helen Doron on Bilingualism
Helen Doron on Learning English
Four Principles of Helen Doron English
Repeated Hearing

A central component of Helen Doron English is background hearing at home,
providing the ongoing exposure to English that is so important for young ages.

Positive Reinforcement

With Helen Doron English, children receive lots of positive reinforcement,
encouraging and motivating them during the learning process.

Small Group Learning

Helen Doron English courses are taught in small groups from 4-8 students, allowing for personal attention and plenty of practice in English.

Make Learning Fun

The Helen Doron teaching method uses games, movement, music, and lots of fun to maximize children’s natural love of learning and tendency to absorb languages.

Repeated Hearing

A central component of Helen Doron English is background hearing at home,
providing the ongoing exposure to English that is so important for young ages.

Positive Reinforcement

With Helen Doron English, children receive lots of positive reinforcement,
encouraging and motivating them during the learning process.

Small Group Learning

Helen Doron English courses are taught in small groups from 4-8 students, allowing for personal attention and plenty of practice in English.

Make Learning Fun

The Helen Doron teaching method uses games, movement, music, and lots of fun to maximize children’s natural love of learning and tendency to absorb languages.

Academic Research Articles
Efficacy Assessment of Pre-School EFL Learners in Three Hungarian Towns
By Dr Judit Kovács
As a result of the empirical research at Helen Doron learning centres in three Hungarian towns, it has been proven that an early encounter with learning an additional language results in early multi-competence if the lessons are delivered in an activity-based, enjoyable way. Additionally, age-relevant language development contributes to a higher level of flexibility in children’s thinking and overall intellectual growth. The study shows that for success to happen, very young learners need specially trained teachers who follow a particular curriculum, and Helen Doron programmes provide all necessary conditions for successful early language development.

» Read the Full Article
35 years
Efficacy Assessment of Pre-School EFL Learners in Three Hungarian Towns
By Dr Judit Kovács
35 years
As a result of the empirical research at Helen Doron learning centres in three Hungarian towns, it has been proven that an early encounter with learning an additional language results in early multi-competence if the lessons are delivered in an activity-based, enjoyable way. Additionally, age-relevant language development contributes to a higher level of flexibility in children’s thinking and overall intellectual growth. The study shows that for success to happen, very young learners need specially trained teachers who follow a particular curriculum, and Helen Doron programmes provide all necessary conditions for successful early language development.

» Read the Full Article
German Academic Research Shows 97% Satisfaction Rate by Parents of Helen Doron Early English Students
By Professor ‪Heiner Böttger
The Department of English Teaching at the Catholic University of Eichstätt-Ingolstadt, Germany carried out quantitative research based on questionnaires, as well as qualitative fieldwork in selected Helen Doron Learning Centres. The findings from the questions regarding the effects of attending a course on the institutional English lessons and the performance of the respondents were extremely impressive. Both children and parents cite the Helen Doron courses as leading to increased self-confidence, higher linguistic ability and a secure status in English lessons at school.

» Read the Full Article
German Academic Research Shows 97% Satisfaction Rate by Parents of Helen Doron Early English Students
By Professor ‪Heiner Böttger
The Department of English Teaching at the Catholic University of Eichstätt-Ingolstadt, Germany carried out quantitative research based on questionnaires, as well as qualitative fieldwork in selected Helen Doron Learning Centres. The findings from the questions regarding the effects of attending a course on the institutional English lessons and the performance of the respondents were extremely impressive. Both children and parents cite the Helen Doron courses as leading to increased self-confidence, higher linguistic ability and a secure status in English lessons at school.

» Read the Full Article
An Examination of the Helen Doron Early English Methodology
By Masaryk University Faculty of Education, Czech Republic
This study looks closely at the Helen Doron methodology for teaching English to very young learners. It provides an in-depth introduction to the principles of the methodology and shows how it links to child development and to the nature of child learners. The official lesson plans provided by the Helen Doron Early English methodology are analysed as well. Based on expert opinions in the respective areas, the Helen Doron Early English methodology, on the whole, was found valid and appropriate to child learners.

» Read the Full Article
An Examination of the Helen Doron Early English Methodology
By Masaryk University Faculty of Education, Czech Republic
This study looks closely at the Helen Doron methodology for teaching English to very young learners. It provides an in-depth introduction to the principles of the methodology and shows how it links to child development and to the nature of child learners. The official lesson plans provided by the Helen Doron Early English methodology are analysed as well. Based on expert opinions in the respective areas, the Helen Doron Early English methodology, on the whole, was found valid and appropriate to child learners.

» Read the Full Article
Teaching English to Very Young Learners
By ELT Department of Necatibey Education Faculty, Balikesir University, Turkey
This study concluded that children need hands-on activities to engage in their own learning.
Teachers provide a range of activities to get young learners’ attention and arouse constant interest. Physical activities contribute positively to learning when coordinated with language. It is also possible to make use of fine-motor activities in classroom activities. Studies show that early language acquisition is necessary to reach native-like proficiency, especially in pronunciation. While there is a consensus on the presence of critical period, it is pointed out that there is no single age but the ability to acquire a language decreases over time. Finally, researchers also find out that cognitive development affects the language acquisition process as well as language development. Therefore, older learners who are cognitively mature have faster start but it is only short term advantage over young learners. As a final note, further research is necessary on young learners’ learning process and their learning styles. There is also a limited number of studies on future effects of early start in acquiring the foreign language rather than the second language. Future research should focus on age factor in proficiency of each skill and teaching very young learners a foreign language in accord with appropriate activities.

» Read the Full Article
Teaching English to Very Young Learners
By ELT Department of Necatibey Education Faculty, Balikesir University, Turkey
This study concluded that children need hands-on activities to engage in their own learning.
Teachers provide a range of activities to get young learners’ attention and arouse constant interest. Physical activities contribute positively to learning when coordinated with language. It is also possible to make use of fine-motor activities in classroom activities. Studies show that early language acquisition is necessary to reach native-like proficiency, especially in pronunciation. While there is a consensus on the presence of critical period, it is pointed out that there is no single age but the ability to acquire a language decreases over time. Finally, researchers also find out that cognitive development affects the language acquisition process as well as language development. Therefore, older learners who are cognitively mature have faster start but it is only short term advantage over young learners. As a final note, further research is necessary on young learners’ learning process and their learning styles. There is also a limited number of studies on future effects of early start in acquiring the foreign language rather than the second language. Future research should focus on age factor in proficiency of each skill and teaching very young learners a foreign language in accord with appropriate activities.

» Read the Full Article
Neuroscience and the Bilingual Brain
By Dr Judy Willis
More languages lead to more efficient processing. Compared to monolinguals, bilingual children develop greater attention focus, distraction resistance, decision-making judgment and responsiveness to feedback. The correlated fMRI scans of these children reveal more activity in the prefrontal cortex networks that control these executive functions.

» Read the Full Article
Neuroscience and the Bilingual Brain
By Dr Judy Willis
More languages lead to more efficient processing. Compared to monolinguals, bilingual children develop greater attention focus, distraction resistance, decision-making judgment and responsiveness to feedback. The correlated fMRI scans of these children reveal more activity in the prefrontal cortex networks that control these executive functions.

» Read the Full Article
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