A holistic approach to language learning recognizes that people acquire language not in isolation but through meaningful social interaction (Williams & Burden, 1997, p. 39). The language, and grammar we internalise grow naturally from the books we read and discuss together, and when these reading experiences take place in movement, outdoors, and literally in the footsteps of the authors, they become a truly unforgettable experience.

Historical TOURS

We teach in the ruins of abbeys, in museums, and in places of special power.
Learn English, and get to know history — so you can understand the present.

At Vintage English, learning is grounded in “learning by doing” (Marsh, 2014, 19m 31s) and in learning how to use knowledge at the point of learning, not later (ibid., 20m 47s). This approach is situated within a broader educational context that encourages students not only to “read the word, but also the world” (Freire, 2016, p. 12).

Our Method

Pre-task
Learning begins before the tour. Sitting together on blankets or benches, students are introduced to key words and expressions that support comprehension. Teachers elicit language collaboratively, activating prior knowledge and curiosity.

Task
We then move into the historical tour itself, which stimulates critical thinking about history and its connection to the present. Language production takes place naturally through the task. Students are encouraged to feel relaxed, supported by low affective filters and flexible pacing that respects individual learning rhythms.

Students are actively encouraged to talk to local guides, who are native speakers and volunteers. These authentic interactions allow learners to experience real language in use. Teachers support comprehension, mediate meaning, and help students understand and respond confidently, ensuring that communication remains accessible and meaningful.

Language is embedded in historical context and adapted to students’ levels.

Post-task & Closure
The final stage combines reflection and relaxation. Students engage in noticing (Schmidt, 1990), exploring grammar structures and language patterns through feedback provided by language guides. We analyse notes and bring the day to a close with simple yoga or meditation exercises. Snacks and drinks are recommended, reinforcing learning as a social, embodied, and reflective experience.