Best Practices: How To Use an ASL Interpreter 101
Written by Kelsey DeLonis & Hannah Schumacher Working with an ASL (American Sign Language) interpreter for the first time can …
Written by Kelsey DeLonis & Hannah Schumacher Working with an ASL (American Sign Language) interpreter for the first time can …
J.
D. Sriyunilawati
Project Management Employee
Director of Human Resources – Staffing Company
Bilingual Professor
K. Singh
Meeting Event Manager
Language Training Parent
Maggie (Teacher in Atlanta, GA)
Current ASL Client
K. Corrigan
Student from Denmark learning Italian
Portuguese Student
Student in Hamburg
F. Inciarte
Director of Student Services
Cultural Training Student in Nebraska
Teacher
D. Hayden
Language Training Instructor
Language Training Workshop Teacher
Student from Mexico learning English
Relocation Counselor
C. Muth
EEO Specialist (Equal Employment Opportunity)
Student from Government Program
Nissan student from Japan.
Spanish student
Freedom House
M. Bush
A. West
Immigration client
J. Brogan
ASL Client
Anonymous
US Government Student Taking Writing Classes
Director of Student Services
C. Carol
Student in Mexico
Anonymous
Student’s School to Our Teacher
Japanese student learning English
Patrick (Happy Student in Tokyo)
Practice Manager
Family in Alabama
Interpreting Location Manager
Jasmin (Student in Mexico City)
Current ASL Client
French Student
Japanese student
ESL student in the Indy office
J. Nolaya
Language Training Student
D. Triviño
D. Henriquez
French Instructor
LTC understands that students need to be engaged in the language learning process in order to digest and retain what they learn in class. We custom tailor every curriculum to the individual student and their needs and interests.
LTC understands that students need to be engaged in the language learning process in order to digest and retain what they learn in class. We custom tailor every curriculum to the individual student and their needs and interests.
“While teaching a Business English class, we would watch a popular business competition reality TV show to familiarize students with common business expressions and vocabulary, while also comparing and analyzing business culture in the USA. Then I’d have them simulate that in class by dividing the men and women into two teams that had to compete in a business challenge. The favorite was going to Trader Joe’s to investigate the products and marketing strategies; then they had to pitch a new product to the store manager, who would choose the winner. I remember the students pitching a Korean bibimbap bowl, which they actually sell now!”
“I spent months working with student who was a teenage boy and not really interested in taking more English classes. In our first lesson, I could tell he was obviously playing a video game on a second screen rather than paying attention to the lesson. I began to talk with him about his favorite games, who his favorite streamers were online, and he shared with me that he had aspirations of becoming a game designer in the future. After that lesson, we completely shifted gears and I created a completely customized curriculum for a creative writing project. He created an original idea for an RPG video game, so we discussed game theory and design, analyzed different video game genres, researched various cultures for character design/world building inspiration, and give presentations in class about them. We also practiced conversation skills through writing game dialogue and acting it out, discussing the nuances of the language and how certain tones can convey different meanings, and comparing the differences between written and spoken English.”
“One of our students suffered from crippling dyslexia, so we paired him with an instructor who specializes in working with students of differing abilities. Over the course of six months working with his instructor, he was able to read a chapter book for the first time in his life at age 30. He also felt comfortable enough to take the driving test- something he thought would never be possible. The instructor contacted the DMV in Minnesota on his behalf and was able to get the DMV to provide him with a reader in a separate room in order to take the test, and he passed!
“She moved to the USA with very little English ability and was afraid to leave her home without her husband. We found out her love was sewing and making decorations for her home, so we paired her with a teacher who is also a seamstress. Together, they went shopping at the fabric store, learned new words, practiced talking with store employees to get help, checking out her purchases, then went back to her home to work on projects together, talking through them all in English. She was able to learn comfortably doing something she loved, and it never felt like a run-of-the-mill class!”
We firmly believe lives can be transformed by learning. We want to ensure every student not only survives but thrives in their new communities. Every step of the way, LTC is here to support each student, going beyond the scope of traditional language training to assist them with any fundamental needs.
We believe it is imperative that, for students to learn effectively, they must learn a language that they will encounter and use in their daily life– this means bringing in authentic language and culture to every lesson.