Turnkey training solutions, learning itineraries and communicative skills programmes for companies based on their needs, culture, constraints, and vision.


Soft skill, language and communication training programmes through asynchronous/synchronous, micro, mobile and hybrid learning.


Educational travel to activate communicative skills and language trained in class through 100% immersion and full exposure to real-life professional and social situations abroad.

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Cambridge Exam Preparation Centre

2015 - present (yearly renewed credentials based on candidates’ success).

IATEFL – International Association of Teachers of English as a Foreign Language

International association linking, developing, and supporting English language teaching professionals worldwide for over the last 50 years.

IATBLT – International Association of Task Based Language Teaching

International and worldwide organisation of scholars devoted to the field of task-based language teaching (TBLT).

What does ELTE stand for?

English Language Training Engineering

What does ‘engineering’ mean in this context?

The action of designing, building, and using solid meaningful learning blocks supported by instructional scaffolding to deliver a traceable and sustainable learning experience.



Our mission

To turn language students into competent and successful language users providing them with all the personalised instructional scaffolding required to build sustainable communicative skills that will help them thrive in both their personal and professional lives.

Our value statement

To help students reach their goals, to meet all our stakeholders’ needs, to keep our management and administration processes lean and to team up with companies’ HR departments in order to develop meaningful and sustainable language, communicative skills and intercultural awareness training programmes.

Leadership and Training Team

English language philologists with over 25 years of experience are in charge of designing and teaching English for Specific Purposes and Spanish as a Second Language/ for Expats programmes as well as recruiting highly communicative committed qualified language trainers.

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We are Green & Lean

We aim at optimising resources, efforts, and energy while creating value for our community of students and client companies, always keeping in mind continuous improvement and respect for people and the environment.
We apply Lean methodology principles to our work.

Defining value

Specify value desired by the companies based on their communicative needs. Gather students’ voice by entering into a dialogue with them to collect needs and define starting point.

Mapping the value stream for each program

Identify value stream, provide the students with just that value and eliminate all waste in the training process that may come from inadequate learning metrics or content that does not meet programme’s goals or students’ needs.

Creating value flow

Create meaningful smooth and continuous learning itineraries to cater training without interruptions through value-added steps and curated content.

Using a pull system

Students would pull/use the right amount of value needed to achieve set goals at the right time; no waste.

Pursuing perfection

Elimination of all waste in the value stream by continuously reducing time and effort waste and maximising impact, relevance, and sustainability.

Our Methodology: Instructional Scaffolding

What is it?
The learning process designed to promote a deeper level of learning.

Scaffolding is the support given during the learning process that is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals.
(R. Keith Sawyer The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press, 2006).>

It is the support mechanism given by a more competent individual –trainer- that helps a learner successfully perform a task within its ZPD.
(Zone of Proximal Development, Lev Vygotsky 1896–1934)

Instructional Scaffolding includes

The selection of the learning task

The task should ensure that learners train the skill that needs to be mastered. The task should also be interesting to keep learners engaged.

The anticipation of errors

After choosing the task, the teacher needs to anticipate the errors learners may commit when working on the task. Anticipation of errors enables the scaffolder to properly guide learners away from ineffective directions.

The application of scaffolds during the learning task

Scaffolds could be organised in “simple skill acquisition or they may be dynamic and generative.”

The consideration of affective factors

Scaffolding is not limited to a cognitive skill, but it also relates to emotive and affective factors. During the task, the scaffolder (expert) might need to manage and control the leaner’s frustration and loss of interest. Encouragement is also an important scaffolding strategy.

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