ALEX EDU, LLC.
TAMPA LANGUAGE CENTER
STUDENT HANDBOOK
Dear Student,
Welcome to Tampa Language Center!
This student handbook contains important information about the services available to you here, as well as the rights and responsibilities expected of you as a member of our learning community. We ask that you read this handbook. The institution has copies onsite for reference at any time. The policies and procedures contained in this handbook are written to help you to achieve your goal of learning another language, and to make the process of learning easy, fun, and rewarding.
Sincerely,
MahmoudElbaradey
Owner
Tampa Language Center
INSTITUTIONAL INFORMATION
Name of School:
Tampa Language Center
Owner:Mr. Mahmoud Elbaradey
E mail:
Web Site:
Phone: (813) 988 – 7900
Fax: (813) 980 – 3751
Address: 9309 N. Florida Avenue, Suite 109, Tampa, FL 33612
DESCRIPTION OF THE INSTITUTE
Tampa Language Center, founded in 1988, has been offering its services for over twenty-five years without interruption. The institute operates and offers courses at one site only. All classes and administrative functions occur at our Tampa location. We have students of all ages from countries all over the world. Approximately 80 students per quarter attend classes at Tampa Language Center.
MISSION STATEMENT
The mission of Alex EDU LLC., DBA Tampa Language Center, established in 1988, is to provide high-quality English language instruction in a culturally sensitive environment and equip students with knowledge, skills, and experiences that help them achieve their personal and academic goals.
SERVICES OFFERED
- TOEFL and IELTS test preparation
- English as a Second Language, all levels
- Business English
- Private lessons: ESL classes; including employment interview practice, INS interview preparation, and more
- Certified to issue F1 (I-20) Visas
ACCREDITATION
Tampa Language Center is an accredited English program by CEA (The Commision on English Language Accreditation). We received our initial 5-year accreditation in 2014.
FACULTY
Tampa Language Center employs instructors who, at a minimum, have earned a Bachelor’s Degree from an accredited post-secondary institution and who demonstrate excellent proficiency in the language they are teaching. Teachers are also TEFL, TESOL, or TESL certified. The faculty is fully trained to meet and exceed the requirements of the curricula. All instructors have experience living in other countries, and they understand the process of learning a new language and adjusting to a new culture. They take personal interest in the success of their students.
ACADEMIC CALENDAR 2018
Beginning date of first quarter January 08
Ending date of first quarter March 29
Beginning date of second quarter April 09
Ending date of second quarter June 28
Beginning date of third quarter July 9
Ending date of third quarter September 27
Beginning date of fourth quarter October 1
Ending date of fourth quarter December 20
SCHOOL HOLIDAYS 2018
January 15Martin Luther King, Jr.Day
March 30-31 Good Friday
March 15-17 Spring Break
May 28Memorial Day
July 04-July 08Independence Day Break
September 03Labor Day
November 22-25 Thanksgiving Break
December 21, 2018 – January 06, 2019Winter Break
PROGRAMS OF STUDY
CURRICULUM
All programs are postsecondary and the curricula are designed to serve the needs of the students. The ESL Program is designed for non-native speakers where English is a secondary language. Quarterly instruction sessions are offered on a continuous basis during the calendar year (January to December).
An intensive English as a Second Language Program of 20 hours of training per week is offered to both international and non-international students.
Tampa Language Center follows the proficiency guidelines of the American Council on the Teaching of Foreign Languages (ACTFL) and the standards as illustrated by TESOL. Student academic placement is based upon their proficiency level as determined by assessment testing. Courses are designed to meet students’ goals with content tailored to one of six proficiency levels, as assessed by an online placement test provided by Oxford University Testing.
ESL Courses Offered at Tampa Language Center
Speaking & Listening: Levels 1-6
Vocabulary & Reading: Levels 1-6
Grammar & Writing: Levels 1-6
Advanced Writing 6+
Prepositions and Idioms 6+
Business English 6+
Advanced Writing 6+
Integrated English Levels 1-6
TOEFL iBT Test Preparation 5-6+
IELTS Test Preparation 4-6+
Private classes and Semi-Private classes – Optional at the time of enrollment
LENGTH AND STRUCTURE OF PROGRAM
The academic calendar consists of four quarters. Quarterly instruction sessions are offered on a continuous basis during the academic calendar year (January to December). Each quarter is twelve weeks long.
An intensive English as a Second Language program of 20 hours of training per week is offered to both international and non-international students. International students are required to study 20 hours per week and to register for a minimum of three months.
Our English program has six different levels. Students must demonstrate proficiency in the five skills (Listening, Speaking, Reading, Writing, and Grammar) in order to progress to the next level. Students are encouraged to start classes on the first day of the quarter. International students may enroll up to twoweeks into the quarter for classes. After the 2nd week, international students desiring language training must wait until the next quarter. Non-International students may start at any time within the first 8 weeks and only if space is available. Private classes may begin at any time during the quarter.
TAMPA LANGUAGE CENTER PROFICIENCY SCALE-
Level 1
Learners completing Level 1 should be able to:
Listening:Demonstrate comprehension of basic commands through physical action.
Identify alphabet letters and the numbers 1-100.
Demonstrate understanding of simple words, phrases, and questions drawn from familiar materials, such as personal information.
Demonstrate understanding of expressions of courtesy.
Recognize spoken time.
Recognize spoken money amounts.
Answer simple questions after listening to an audio tape.
Respond appropriately to short emergency warnings.
Speaking:
Name the letters of the alphabet in order.
Repeat words and phrases for clarification and to improve pronunciation.
Answer simple questions with yes, no, or one-word responses.
Answer simple questions about personal information.
Say money amounts.
Use basic greetings and polite expressions.
Ask for and give the time.
Express basic needs with simple words or phrases drawn from learned materials.
Use cardinal numbers and ordinal numbers in speech.
Reading/Vocabulary:
Identify the letters of the alphabet and the cardinal numbers in a variety of print contexts.
Read simple classroom instructions.
Recognize basic sight words especially with visual support.
Recognize survival signs with one word or symbol.
Discriminate between innate basic punctuation marks, such as: the period, comma, apostrophe, question mark, and exclamation point.
Read short sentences with previously learned vocabulary.
Recognize simple personal information words.
Write the time in numerals and verbally state the time.
Verbalize the difference between the units of money with 100% accuracy.
Describe in speech the common parts of the body using pictures.
Identify verbally at least 15 articles of clothing.
Apply knowledge of common food items in order to communicate in specific settings, such as ordering in a restaurant.
Identify verbally most of the family members from “family tree” pictures and from readings.
Match up the animal pictures and state the correct names.
State the days of the week and the months of the year in order with 80% spelling accuracy.
State and describe at least 25 careers/occupations in English.
Categorize the parts of a house with 70% proficiency (e.g. bedroom: bed, dresser, mirror, closet, etc.).
Recognize all of the following colors: red, blue, green, blue, brown, black, pink, white, and gray when shown flashcards/pictures.
Communicate with the teacher in sentences of at least 4 words by the end of the course.
Grammar/Writing:
Print the letters of the alphabet.
Write cardinal and ordinal numbers in a variety of contexts.
Write simple Wh- questions(e.g., Who, What, When, Where, Why, How) in present tense.
Write simple Yes/No questions(e.g., Is/Are…..? or Do/Does……?) in present tense.
Write affirmative and negative statements with the verbs “be” and “do”.
Write about family members using possessive adjectives (e.g., my, your, her, our).
Communicate using simple frequency adverbs to describe routine schedules (e.g., always, sometimes, never).
Use singular/ plural nouns and articles in written communication.
Use singular/plural (e.g., count/non-count) to write grocery lists.
Communicate using demonstrative adjectives (this/that, these/those) when in the community (e.g., shopping, bank, post office).
Answer questions using simple structures such as-- “It’s + day. // It’s + time. //It’s $5.00.”
Communicate simple thoughts and information related to basic questions of likes and dislikes (e.g.,“What is your favorite fruit?”).
Communicate basic emotions and needs especially related to health, well-being, and safety by understanding and responding to various questions, such as—“How do you feel?,” “What’s wrong?,” etc.
Write a short list (e.g., grocery list, names of classmates).
Fill out simple forms which require biographical/personal information of a few words and the use of high frequency vocabulary.
Level 2
In addition to demonstrating the abilities from the previous level, learners completing Level 2 should be able to:
Listening:Demonstrate understanding of simple words, phrases, and questions drawn from learned topics.
Respond in some way to topics of conversation of interest.
Demonstrate understanding of non face-to-face speech in familiar contexts, such as simple radio, television, and phone conversations.
Recognize words that signal differences between present, past, and future events.
Follow more complex commands and questions of two steps or more.
Identify the main idea of short conversations or simple orally-delivered text on a familiar topic.
Speaking:
Answer simple questions related to basic needs using previously learned phrases or simple sentences.
Make statements in the past, present, and future tenses related to basic needs and common activities using previously learned phrases or simple sentences.
Ask questions related to basic needs using previously learned statements and phrases.
Communicate simple personal information on the telephone.
Communicate with simple questions and answers within social functions.
Describe routine activities.
Communicate with the teacher and the other students more clearly and with fewer mistakes in pronunciation as evaluated by the teacher.
Identify and use different sounds with particular emphasis on the 14 vowel sounds.
Verbally formulate questions and statements with correct intonation.
Self- correct their own pronunciation at a level 2 proficiency.
Practice the “music of the English language” by singing traditional American songs and reading aloud with more confidence.
Reading:
Interpret isolated words and phrases in familiar contexts; such as: traffic signs, store ads, fast food menus, labels, product names, workplace signs and instructions.
Use strategies such as predicting or phonics decoding to interpret new words in familiar contexts.
Read and demonstrate understanding of short, simplified narrative paragraphs on familiar topics containing previously learned vocabulary and sentence patterns.
Read simple written instructions with familiar vocabulary.
Read a variety of signs that would be in a social setting.
Grammar/Writing:
Write simple WH questions and responses (affirm./neg.) in the present and past tenses.
Write simple Yes/No questions and responses in the simple present and simple past tense based on personal experiences or familiar material.
Describe future plans and activities using the future tenses (going to/ will).
Use modal auxiliary verbs (e.g., can / have to + verb) to ask questions and make statements.
Use modal auxiliary verbs to ask questions and make requests (e.g. in the supermarket or a restaurant).
Describe present and past abilities (can/could).
Use simple conjunctions (and, or, but) to describe personal experiences such as vacations, the weather, etc.
Describe orally and in writing about neighborhoods and houses using there is/there are and indefinite articles (some/any, much/many).
Communicate using simple prepositions of time and place (e.g., in, on, at, next to, on the right) to give oral and written driving directions.
Write materials that are meaningful to the student; such as: recipes, simple telephone message or notes generated during language-experience activities.
Edit basic errors in writing such as familiar spelling, capitalization, or punctuation mistakes. (e.g. the sentence should end with a question mark instead of a period).
Level 3
In addition to demonstrating the abilities from the previous level, learners completing Level 3 should be able to:
Listening:Demonstrate understanding of simple questions and answers, statements, and face-to-face conversations in standard dialect.
Recognize basic grammar conventions in order to gain understanding.
Distinguish between formal and informal language in everyday conversations.
Identify main ideas and more details in a short conversation or listening activity.
Respond to requests for repetition or clarification.
Speaking:
Participate in simple face-to-face conversations dealing with basic survival needs and minimum courtesy requirements, demonstrating some cultural awareness.
Ask and answer questions in simple present, past, and future tenses on familiar topics.
Participate in small group discussions.
Describe a sequence of events from the past on a topic related to their personal lives.
Ask and respond to questions using learned phrases.
Demonstrate some control of basic grammar conventions.
Communicate with the teacher more clearly and with fewer mistakes in pronunciation as evaluated by the teacher through audio recordings of the student.
Identify and use different sounds and consonants after listening to short dialogues and simple lectures.
Correct their own pronunciation more frequently in order to be understood.
Communicate with different forms of intonation like questions, surprise, statements, tag questions, etc.
Recognize the stress and rhythm of the language by practicing traditional songs, nursery rhymes, and common tongue twisters.
Reading:
Interpret simplified short narrative and descriptive passages on familiar topics.
Interpret simple narrative and descriptive passages on unfamiliar topics if material includes visuals or other aids that orient students to the passages.
Scan for specific information in simple life-skill materials related to immediate needs.
Use titles, headings, and visuals to predict the contents of reading material.
Read common abbreviations.
Identify the main idea in short passages (e.g., from a newspaper article).
Grammar/Writing:
Use the present continuous tense to describe current activities.
Use modals to describe past, present, and future possibilities.
Use the present perfect tense in high frequency situations (e.g. duration of time in the United States, employment situations, etc.).
Communicate with used to and common irregular past tense verbs to describe past activities and traditions.
Use past continuous and past time clauses effectively in verbal and written communication.
Demonstrate the ability to write simple paragraphs with use of correct subject-verb agreement, adjective + noun combinations, and conjunctions.
Communicate using polite expressions (e.g., would rather, would you mind).
Use simple modals(e.g., can/could, may/might, shall/should, will/would, must) in affirm./negative.
Communicate using simple expressions for giving advice, inviting, and expressing regret.
Write short paragraphs on familiar topics (e.g., family or neighborhood).
Apply capitalization and punctuation rules in writing.
Write simple directions to a familiar location.
Complete authentic forms such as medical forms, job applications, or banking forms.
Level 4
In addition to demonstrating the abilities from the previous level, learners completing Level 4 should be able to:
Listening:Identify main ideas and supporting details in factual material related to everyday topics.
Detect the mood of the message by determining the attitudes and feelings of the speaker.
Demonstrate aural understanding of stories and articles when vocabulary and structures are in familiar contexts.
Demonstrate understanding of everyday conversation that might include slang, idioms, and even unfamiliar words/phrases.
Follow oral instructions with multiple steps.
Respond to requests for more elaboration.
Speaking:
Participate in face-to face conversations on topics beyond immediate survival needs.
Adjust language forms to fulfill basic courtesy functions in face-to-face conversations.
Display some spontaneity and creativity in producing language patterns not previously learned or memorized.
Express more elaborated opinions on various topics when questioned and even when not questioned by giving reasons and examples.
Clarify speech by rewording or repeating in order to be understood by the general public; give examples to clarify meaning.
Demonstrate some control of complex grammar.
Communicate with the teacher and the other students even more clearly and with fewer mistakes in pronunciation.
Correct his/her own pronunciation and even peer edit.
Identify and use different sounds, consonant clusters, and intonation after participating in listening activities such as: longer dialogues, songs, phone conversations, and short stories.
Differentiate between and use different forms of intonation like questions, surprise, statements, tag questions, prominent words, etc.
Recognize and use most nonstandard verbal forms used commonly in social settings (examples- “I wanna go”; “couldya go?”).
Reading:
Interpret actions required in specific written directions.
Predict and derive meanings of unfamiliar vocabulary by using contextual clues in reading material on familiar and new topics.
Analyze an author’s point of view by making inferences.
Identify relationships within a passage by using syntactic clues such as transitional words like “therefore”.
React personally to reading passages by expressing opinions and judgement.
Find information that requires drawing from different sections of the reading passage.
Grammar/Writing:
Write an advertisement using comparative and superlative adjectives.
Communicate effectively using adverbs (too, very, enough).
Describe an event using adverbs of manner, time, and opinion.
Create a conversation with tag questions.
Communicate using noun/ quantity expressions (many/much, few/little).
Use Verbs + Infinitive (e.g., want to __, need to __).
Use conjunctions (and/or, but, either/neither).
Write longer paragraphs describing daily activities or past events, using chronological order.
Take simple messages and notes from lectures, listening activities, and meetings.
Write sentences using embedded questions, indirect speech, and conditional contrary to the fact (“If I were rich, then…”).
Write effective paragraphs with a main idea, supporting details, and conclusion (e.g., writing an autobiography, writing an accident report).
Write standard personal and business letters with effective sentence structure.
Self- and peer-edit for punctuation, grammar, and spelling errors.
Level 5