Encouraging school

How to apply encouragement as a core feature of training in school? I am about to start a new course session on introductory interpretation, consecutive, for French learners, something broadly referred to as "beginners liaison interpreting in business". I have been running this course for a little more than a year now. In the meantime, many readings, many self-mumbling and reflections, some exposed here, have led to a progressive evolution of the course. One emerging feature, call it "dimension", is that of encouragement, and enlargement of the course. I see the course as spilling over the time imparted to it, a mere 2 hours weekly. I want the students - all grown-ups - to leave the course charged with a higher willingness to progress. I will have them carry something to read at each course ends. This will be new. A piece of article to much on in the subway, the train. To vocalize back home. I will lad the course blog with suggestions on content to listen, to shadow, to follow, to get wet with. No homework to bring back next time except the preparation of next time course, something to watch/listen to, or read. I want to train the next generation of Japanese spies, make them the James Bond of communication competence, aces of cultural deconstruction, make them shine. Well, maybe that's going over the board. The point is how to encourage going through the chores of massive listening and reading which are the basis of true progression. That will be the core thematic issue of the coming weeks.