My journey to becoming an EPI Teacher




My Journey to Becoming an EPI Teacher

In 2022, my approach to language teaching was forever transformed when I attended my first course with Gianfranco Conti on his Extensive Processing Instruction (EPI) method. As a language teacher with an interest in innovative approaches, I had always been on the lookout for an effective method that could better engage my students and improve their fluency. The EPI approach, with its focus on deep processing and micro-elements of language instruction, resonated with me on multiple levels, drawing parallels to my background in tennis both as a player and a coach.


Discovering EPI: A Fresh Perspective

When I first encountered EPI, I was immediately struck by the parallels between this method of language instruction and the way I had learned and taught tennis skills. In tennis, mastering a skill requires breaking it down into smaller, manageable components—serving (positioning, ball toss, grip, contact, etc.)—and then practising these elements extensively through drilling. The EPI approach to language teaching mirrors this process closely. It breaks down language learning into micro-elements, providing students with the opportunity to drill and practise these elements until they achieve mastery.


This progressive aspect of EPI was particularly compelling to me. The structured, step-by-step nature of the method, which builds fluency through repetition and reinforcement, was unlike anything I had seen before in language education. It reminded me of how I used to focus on specific areas of my game in tennis, drilling them until they became second nature. The MARSEARS sequence (Modelling, Awareness-Raising, Receptive processing, Structured production, Expansion, Autonomous recall, Routinisation, and Spontaneity) provided a clear pathway for learners, allowing them to not just learn a language, but to truly internalise and become fluent in it.


Experimentation and Implementation

After attending that first course, I was eager to put EPI into practice. I began experimenting with the method in my classroom, and I was immediately enthused by the fresh and effective approach it provided. The structured nature of EPI made it easy to implement, and I quickly saw how it could transform my students' learning experiences.


Following this initial experimentation, I attended several more courses with Conti, each one deepening my understanding of EPI and its application in the classroom. These courses—Becoming an EPI Teacher, Curriculum Design & Lesson Planning in MFL, Phonics and Grammar, and Implementing EPI at Key Stage 4—provided me with the tools I needed to fully integrate EPI into my teaching.


As I began to implement EPI across all year groups in my school, the results were astonishing. The difference in language acquisition and retention was dramatic. Students not only started to enjoy learning languages more, but they also began to excel in ways they hadn't before. The clarity of the process provided by EPI made teaching more enjoyable for me and my colleagues as well. We were no longer bogged down by the need to "cover" vast amounts of content; instead, we focused on helping students truly master the language.


Redefining Curriculum Design

One of the most significant insights I gained from using EPI was the importance of structuring the curriculum appropriately. Like many language teachers, I had fallen into the trap of overloading my schemes of work with content, driven by the fear of not covering every topic and vocabulary for GCSE. However, I soon realised that simply covering content does not lead to true language acquisition. It doesn't engage students, nor does it help them achieve fluency or spontaneity in the language.


EPI taught me that less is more. By focusing on depth rather than breadth, students can develop a much stronger grasp of the language. This realisation led me to redesign my curriculum, stripping away the excess and focusing on what truly mattered. The results were clear: students were more engaged, their language retention improved, and their overall fluency increased. This has been reflected also in the great improvement in GCSE results achieved by my students this year. 


Sharing the Knowledge

As my confidence in using the EPI method grew, I began to share my experiences with others. I delivered an online CPD session to fellow educators on how to structure a curriculum using EPI and how to implement the method effectively. This opportunity to share my knowledge with other educators was incredibly rewarding. It allowed me to see how the EPI method could be adapted to different school settings and environments, further reinforcing its versatility and effectiveness.


Beyond this, I also supported other local schools in their implementation of EPI. This work gave me valuable insights into how the method could be tailored to fit different contexts, and it was gratifying to see other teachers and students benefit from the approach that had transformed my own teaching.


Completing the EPI Teacher Accreditation

The final step in my journey was completing the EPI Teacher Accreditation, a project that allowed me to collate all of my findings and demonstrate my understanding of EPI and its implementation. This accreditation process was challenging but immensely worthwhile. It pushed me to refine my approach, deepen my understanding, and ultimately become a more effective language teacher.


Looking back, I can see how much I have grown as an educator through this journey. The EPI method has not only transformed my teaching, but it has also reignited my passion for language education. The knowledge and skills I have gained have had a profound impact on my students, helping them to achieve levels of fluency and confidence in their language learning that I once thought were out of reach.


In conclusion, my journey to becoming an EPI teacher has been one of discovery, experimentation, and growth. The EPI method has provided me with a new and highly effective approach to language teaching, one that I believe has the power to transform the way we teach and learn languages. I am excited to continue using this method in my classroom and to share its benefits with other educators. The journey doesn't end here—it's only just begun.

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