Why Language Immersion Works
Developed with the Peace Corps in 1964, and honed at Dartmouth College, the Rassias Method maximizes learning and retention. Using unique theatrical and educational techniques, we create a tightly bonded group atmosphere in which students are highly motivated to learn and feel comfortable using the language in a very short time. We foster creativity in both teachers and students, and engage students on an intellectual and emotional level. By relating language learning drama and one's life experience, learning is fast, motivation is high and retention is long lasting.
"Your
program is by far the best way to learn a language. Not only was the education
incredible, the whole atmosphere was positive and full of energy. I was
always excited to be in class and motivated to learn."
-Randy Weber, 1994 US Olympic
Ski Team
The Science of Learning
The Rassias Method incorporates extensive research on techniques that optimize the speed and retention of language learning.
- Active recall of information leads to a 13% improvement in retention1
- Requiring mastery before moving on to new materials leads to a 50% increase in learning2
- Diagnostic feedback increases learning by 38%3
- Adapting learning methods to individual needs increases learning by 35%4
- Peer learning (in contrast to individual study) produces a 56% improvement
in learning and retention5
"Rassias is a powerful experience and has a certain element of 'magic', which has touched many people and left us inspired to build upon what we learned in ten days."
-John Park, Jr. Sr. VP. J&H Marsh & McLennon
1Jernstedt,G.
C. & Chjow, W.K. (1980). Lectures and textual material as sources
for learning. Psychology Reports, 46, 1327-1339.
2Guskey,T.R. & Pigott, T.D. (1988). Research on group-based
mastery learning programs: A meta-analysis.81(4), 197-216.
3Yeany, R.H. & Miller, P.A. (1983). Effets of diagnostic/remedial
instruction on science learning: a meta-analysis. Journal of Research
in Science Teaching, 20 (1), 19-26.
4Waxman, H.C.; Wang, M.C.; Anderson, K.A., and Walberg, H.
J. (1985). Adaptive education and student outcomes: A quantitative synthesis.
Journal of Educational Research, 78(4), 228-236.
5Johnson, D.W., Maryuama,G., Johnson, R., Nelson, D.& Skon,
L. (1981) Effects of cooperative, competitive and individualistic goal
structures on achievement, a meta-analysis. Psychological Bulletin, 89(1),
47-62
about the Rassias Method why it works the Rassias Language Group |
 © 2006 Rassias Language Group, LLC website by Valley Velocity |