Dr Conti is an educator, researcher, author and presenter with almost 30 years’ experience across primary, secondary and university settings. He is also founder and CEO of The Language Gym, a widely used language-learning platform and professional learning resource for teachers internationally. His work is known for helping teachers build student fluency and confidence through structured, input-rich and retrieval-based classroom practice.
Reflecting on the purpose of the workshop, Dr Conti said the day was designed to help teachers hear the core principles of the approach clearly and directly, while also challenging common misconceptions about language learning. He said the aim was to take participants through the main ideas as concisely as possible, dispel stereotypes and show that many of the principles they were exploring could also be applied in other subject areas.
That broader relevance was a key theme throughout the day. Dr Conti said the work extends well beyond languages because “some principles of human learning are universal”. While some aspects of language acquisition are specific to sound, grammar and repeated rehearsal, he said the underlying insights from cognitive science are increasingly informing teaching across the curriculum, from science to the humanities.
He also noted that many of these ideas are now becoming more visible in schools as curriculum expectations evolve. Drawing on his experience in the United Kingdom and internationally, Dr Conti said the principles underpinning EPI have been used in practice for years and are now gaining wider recognition because of their strong alignment with a contemporary understanding of how students learn best.
Teachers from Siena Catholic Primary School and St James’ School took part through their Teachers as Co-Learners (TCL) professional learning programs, with the workshop providing an opportunity to deepen classroom practice and connect that learning to student outcomes. Throughout the day, participants engaged with practical strategies designed to support stronger comprehension, retention and language production.
Dr Conti said one of the most encouraging aspects of the workshop was the response from participants. After speaking with teachers across the room, he said many were enthusiastic about the TCL method, even when they found aspects of the learning challenging because they were working in a new language. He also said feedback about student response had been very positive, reinforcing that the approach is translating into meaningful classroom engagement.
Evidence from schools in the UK and Australia suggests that approaches such as EPI can improve student engagement, academic outcomes and retention in school language programs. For schools and systems looking to strengthen language education, the Ballarat workshop demonstrated both the appetite for this work and the value of bringing educators together around practical, research-informed teaching.