課程特色
在語言培訓與學習過程中，如何因人而宜實施因勢利導，因循漸進的教學方案。語言學習過程中的分布法一文揭示了在全封閉、浸泡式的語言培訓模式中，平和英語如何通過係列有效步驟，讓學員 擁有了自信，擁有了能在現實世界裏輕松自如地使用英語交流的能力 的獨到過程。
全封閉純英語四階法
平和英語獨特的教案設立和教學過程的個性化制定，為學員提供了許多語言學習的機會，但它的目標，遠不僅是語言學習本身。語言是交流的工具，和其它工具一樣，要想熟練有效地使用它，需要不斷地練習，而不僅僅只是學習。通常，語言學校把練習實踐這一步的主動權交給學生，在現實生活中用與不用都取決於學生。這就等同於要求學生直接跳級到現實世界，看看他們能有什么表現。然而，大多數人或是表現很差，或是壓根就不敢嘗試。平和英語提供了一係列的步驟，以便學生能有所準備，在踏入現實世界時能有所作為。這些步驟通過逐漸改變語言環境，使他們能安全地從課堂走向現實世界。而這些行之有效的步驟是如何在教學過程中實施呢？
第一階段：在課堂中涉水浸泡
課堂，這是學習如何使用一門語言的最安全的環境。根據學生們的各自英語綜合能力確定其英語級別後（由最初的分級評估及 後來的 老師推薦決定），被分到相應的小班級（不超過 15 個學生）。當然，如果有可能，年齡及興趣點也是分班時考慮的綜合因素之一。
在我們目前的教學模式中，一個班級的學生將與同一位主課老師在兩周的學習時間內共同度過至少 28 個小時，這個時間長度使得學生之間、學生與老師之間能夠彼此熟悉，相處自在，這點非常重要，因為這樣的環境使學生能很自如地使用目標語言。在這些班級裏面，老師們給學生提供幫助，以便他們能夠更大程度地了解如何使用目標語言。
第二階段：稍稍離開安全護網
可以說，主課是語言學習的安全護網，第二階段是讓學員稍離護網，進入自由選修課，並以 Workshop （互動課） 方式進行適當擴展。選修課的形式仍然是學生們熟悉的課堂模式，但是選修課的老師是由另外的老師來擔任，選修課的同學也不是主課裏的同班同學。由於選修課的學生由語言能力不完全相等的學生組成，也就意味著學生們處在一個並不太安逸的環境中，此外，他們還處在一個教學目標和方法與主課截然不同的課堂上。如果說主課側重於教導學生更多地去了解這門語言，那么選修課和 Workshop 則側重於給學生提供更多的機會用語言這門工具去了解他們所處的世界。選修課的學習目的是在於通過語言交流來獲取知識，而不在於語言學習本身。
第三階段：模擬現實語言環境
從安全的課堂教學環境，到比較接近現實世界的英語活動，是語言學習的第三階段。晚間活動所營造的語言環境是一個任意的、自由的環境，沒有刻意地安排某種特別的情景，不論對方是中國人還是外國人，它要求學生之間、學生與老師之間要用英語這門工具，對不同的主題、不同想法進行自由的溝通和互動。
雖然比起現實世界，這仍然是一個相對安全的環境，學員參加晚間活動、選擇不同主題，都為了一個目的：提高英語口語運用能力。然而，最重要的是，學員在不斷練習的同時，也增強了面對現實世界的信心與勇氣。
第四階段：走向真實語言世界
如果學生們將平和英語提供給他們的條件都很好的運用了，那么當他們邁出最後一步，走進現實世界時，他們會發現自己不知不覺中已經克服了膽怯，擁有了自信，能在現實世界裏輕松自如地使用英語交流的能力。
Introduction to the teaching philosophy of GLV
By Claudia Swan
Gateway Language Village was set-up to provide a total English language experience. This refers to the entire language program, both in the classroom and when interacting with classmates, teachers, Communication Activators, visitors, administrators, etc. The goal is to create an English language environment for all students.For beginner level students, this may seem like an impossible task. We here at GLV do not believe it is. However, to succeed it is necessary to approach the language learning experience in a certain way.
In order to speak English fluently, it is necessary to think in English. Following the traditional learning method of translation from Chinese to English, the result is continued thinking in Chinese. Progress may seem swift initially, but eventually the students will reach a point where further progress requires shifting into English thinking. Such a shift is a difficult process.
Following the more traditional translation approach, students may feel that they are learning a lot of English because they are learning to translate and say many English words. However, as time goes by in the learning process, the effort of translating everything in order to "learn" it becomes more and more difficult. Eventually, progress virtually stops unless students can begin to think in English.
In contrast, here at GLV we are working on helping students learn to think in English from the beginner level. Therefore, all classes are taught in English. In the classroom the teacher will use a variety of communication devices other than translation to help the students understand. These may include responding to commands through actions, the use of pictures, miming, drawing, or facial expressions.
Initially, students may feel that they are making very little progress. In fact, beginner students will probably speak very little as they are gaining knowledge. However, after several weeks, beginner students will become pleasantly surprised to find that they are understanding more and more and beginning to feel more confident about speaking.
Outside the classroom, beginner students are encouraged to interact with the other students, even if it is only trying to listen, in order to support the English only environment. Beginner students are also encouraged to try to practice what they have learned in class with their schoolmates.
One final note. In addition to the daytime program, a special Beginner Corner has been arranged for Monday through Friday evenings. These Corners, like English Corners, have the purpose of expanding the beginner students experience in English. Although the Beginner Corner is more structured than an English Corner, it should not be seen as yet another English class. Students in the Beginner Corner may be exposed to a variety of topics planned by a variety of teachers. However, as an experience in English, students are not expected to retain everything from the Corner.