Not surpisingly, many people I have met here in Congo consider facility in English to be a career-enhancer. Some have hopes of employment here in positions that require functional bilingualism. Others want to continue their education in English-speaking countries, which invariably requires proficiency in English as demonstrated by either the Test of English as a Foreign Language (TOEFL) for the US or the International English Language Testing System (IELTS) in other countries. These comparable exams are the high-stakes gateways to English language higher education.
The Congolese American Language Institute (CALI) has a steady stream of hundreds of students who every ten weeks pay $200 plus $45 for books to study English. CALI uses Cambridge curricula and offers six levels of English instruction, plus a TOEFL prep course. They also have extra-curricular activities designed to provide varied opportunities to pratice English, such as a choir and English Club. Among the 40+ teachers, none is a native speaker but all are trained in teaching English.
One service they do NOT seem to offer, but which may be needed, is preparation for work. This might include interview skills, personal presentation, resume preparation, how to network, etc. Vanessa will soon complete her six levels at CALI and is basically untutored in any of these skills, believing she can't get job without a university degree or five years' experience. At the same time, every day I see young people working in jobs and using English well--in coffee shops and other hospitality venues, for example. So there is some key to finding a first job that awaits discovery for Vanessa.
I recently observed CALI classes at two levels--one an advanced beginner class and the other a level 5 class (actually, Vanessa's class). This was a terrific opportunity for me to learn how other teachers approach the challenge of teaching English, especially on a ten-week time line. There is no time to waste to complete the curriculum for the level. While this system keeps the students moving at a pace, the pressure also makes those extra practice opportunities especially valuable.
As a favor to a friend, I am also coaching a Congolese physician on how to improve his TOEFL score. He took it the first time without much preparation and did not achieve a score that would permit him to apply to the public health master's degree program that is his goal. So we are working especially on the writing and listening parts of the test, which is where he thinks he needs the greatest improvement. This is somewhat new to me and so his need is also a favor to me to learn how to do this (there are whole courses available on how to do TOEFL prep, of course, both for the teacher/coach and for the person prepping for the test, but they are expensive).
As a Spanish student myself, I fully appreciate that it takes consistent study and the acceptance that learning another language well is a lifelong endeavor. Yes, I could probably get along in Mexico now as a tourist with what I have. But I would not be able to have very meaningful conversations, especially about ideas, yet. When I look at the demands of the TOEFL, it is hard to imagine obtaining or achieving an equivalent level in Spanish.
The Congolese American Language Institute (CALI) has a steady stream of hundreds of students who every ten weeks pay $200 plus $45 for books to study English. CALI uses Cambridge curricula and offers six levels of English instruction, plus a TOEFL prep course. They also have extra-curricular activities designed to provide varied opportunities to pratice English, such as a choir and English Club. Among the 40+ teachers, none is a native speaker but all are trained in teaching English.
One service they do NOT seem to offer, but which may be needed, is preparation for work. This might include interview skills, personal presentation, resume preparation, how to network, etc. Vanessa will soon complete her six levels at CALI and is basically untutored in any of these skills, believing she can't get job without a university degree or five years' experience. At the same time, every day I see young people working in jobs and using English well--in coffee shops and other hospitality venues, for example. So there is some key to finding a first job that awaits discovery for Vanessa.
I recently observed CALI classes at two levels--one an advanced beginner class and the other a level 5 class (actually, Vanessa's class). This was a terrific opportunity for me to learn how other teachers approach the challenge of teaching English, especially on a ten-week time line. There is no time to waste to complete the curriculum for the level. While this system keeps the students moving at a pace, the pressure also makes those extra practice opportunities especially valuable.
As a favor to a friend, I am also coaching a Congolese physician on how to improve his TOEFL score. He took it the first time without much preparation and did not achieve a score that would permit him to apply to the public health master's degree program that is his goal. So we are working especially on the writing and listening parts of the test, which is where he thinks he needs the greatest improvement. This is somewhat new to me and so his need is also a favor to me to learn how to do this (there are whole courses available on how to do TOEFL prep, of course, both for the teacher/coach and for the person prepping for the test, but they are expensive).
As a Spanish student myself, I fully appreciate that it takes consistent study and the acceptance that learning another language well is a lifelong endeavor. Yes, I could probably get along in Mexico now as a tourist with what I have. But I would not be able to have very meaningful conversations, especially about ideas, yet. When I look at the demands of the TOEFL, it is hard to imagine obtaining or achieving an equivalent level in Spanish.
