Every interpretation job is a little bit different. That’s why we have a system that meets the needs of your …
Written by Kelsey DeLonis & Hannah Schumacher Working with an ASL (American Sign Language) interpreter for the first time can …
Written by Amy Truman & Kelsey DeLonis When working with an ASL (American Sign Language) interpreter, telling the interpreter “Don’t …
Bilingual Professor
J. Brogan
D. Triviño
Anonymous
J.
Meeting Event Manager
Japanese student
Nissan student from Japan.
Project Management Employee
C. Muth
Language Training Workshop Teacher
Family in Alabama
Student from Government Program
Language Training Parent
Student from Mexico learning English
Freedom House
Immigration client
US Government Student Taking Writing Classes
A. West
Student in Hamburg
French Instructor
Jasmin (Student in Mexico City)
EEO Specialist (Equal Employment Opportunity)
Portuguese Student
D. Henriquez
Student’s School to Our Teacher
Interpreting Location Manager
D. Sriyunilawati
Student in Mexico
Relocation Counselor
Maggie (Teacher in Atlanta, GA)
Director of Student Services
Current ASL Client
K. Singh
F. Inciarte
Spanish student
Practice Manager
Language Training Student
Language Training Instructor
Director of Human Resources – Staffing Company
Student from Denmark learning Italian
Anonymous
Director of Student Services
M. Bush
K. Corrigan
Cultural Training Student in Nebraska
ESL student in the Indy office
French Student
D. Hayden
Japanese student learning English
Patrick (Happy Student in Tokyo)
Teacher
ASL Client
Current ASL Client
C. Carol
J. Nolaya
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.