The Great Sage or a Close Friend: How Culture Affects Teacher and Student Relationships
As English as a Second Language teachers, one of our main challenges in a one-on-one classroom environment is to get …
As English as a Second Language teachers, one of our main challenges in a one-on-one classroom environment is to get …
There are those on both sides: grammar-philes and grammar-phobes. I, myself, am one of the lovers- I was diagramming sentences …
Nissan student from Japan.
Teacher
Project Management Employee
Bilingual Professor
Director of Human Resources – Staffing Company
F. Inciarte
Japanese student
J.
Japanese student learning English
Director of Student Services
J. Brogan
Practice Manager
French Instructor
Current ASL Client
Portuguese Student
D. Hayden
C. Carol
US Government Student Taking Writing Classes
Cultural Training Student in Nebraska
Family in Alabama
Student from Denmark learning Italian
Jasmin (Student in Mexico City)
Student in Mexico
Language Training Parent
D. Triviño
M. Bush
Anonymous
Language Training Workshop Teacher
Relocation Counselor
ASL Client
Language Training Instructor
Maggie (Teacher in Atlanta, GA)
Immigration client
Interpreting Location Manager
K. Singh
Student’s School to Our Teacher
D. Henriquez
Freedom House
French Student
Meeting Event Manager
Anonymous
ESL student in the Indy office
Student from Government Program
Director of Student Services
Spanish student
C. Muth
Current ASL Client
K. Corrigan
Language Training Student
Student in Hamburg
A. West
Patrick (Happy Student in Tokyo)
EEO Specialist (Equal Employment Opportunity)
Student from Mexico learning English
J. Nolaya
D. Sriyunilawati
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.