Language Canada – Mission

Language Canada – Mission 

The mission of Language Canada aims at creating an English learning environment that fosters students to become:

1. An effective communicator
2. A rational critical thinker
3. A lifelong curious learner

Language Canada has students that plan to study abroad in their near future or have returned from studying abroad and seek to maintain their English skills, hence our curriculum’s design. Our curriculum attempts to adapt to US’ Common Core State Standards (CCSS) to prepare, reinforce, and maintain students’ skills.

Our Vision and Belief - ICCI

It is our belief that we are here to further encourage our students to:

➢     Read and write skillfully and purposefully

➢     Demonstrate competence and confidence in speaking and listening

➢     Be discipline and persistent

➢     Cast a situation/challenge and problem solve it in a new perspective

➢     Keep an open mind and eagerness to learn

Students at Language Canada are reminded that learning is a “privilege” and not a “promise”.  We adapt

 Language Canada – Mission 

The mission of Language Canada aims at creating an English learning environment that fosters students to become:

1. An effective communicator
2. A rational critical thinker
3. A lifelong curious learner

Language Canada has students that plan to study abroad in their near future or have returned from studying abroad and seek to maintain their English skills, hence our curriculum’s design. Our curriculum attempts to adapt to US’ Common Core State Standards (CCSS) to prepare, reinforce, and maintain students’ skills.

Our Vision and Belief - ICCI

It is our belief that we are here to further encourage our students to:

➢     Read and write skillfully and purposefully

➢     Demonstrate competence and confidence in speaking and listening

➢     Be discipline and persistent

➢     Cast a situation/challenge and problem solve it in a new perspective

➢     Keep an open mind and eagerness to learn

Students at Language Canada are reminded that learning is a “privilege” and not a “promise”.  We adapt the “ICCI” Model with students that wish to be part of this education community and strive to be:

➢     Imaginative – keeping their minds two steps ahead

➢     Critical Thinker – don’t stop with the “given” and the “obvious”; think outside the box

➢     Contributor – contribute to groups collaboratively with interpersonal skills

➢     Inventor – finding new ways of thinking and problem solving

LC – Curriculum & Critical Thinking

The main priorities of LC’s curriculums are catered to young English learners, from kindergarten to college students. Our programs are divided up to two main age groups – our Grade Level and ESL classes.

LC’s Grade Level classes ranges from the youngest learners, kindergarteners, to sixth graders, in which all new incoming students will be assessed for proper class placement. The curriculum of the Grade Level program may adapt the Common Core Standards (CCSS) via Journeys Textbook Materials for benchmark references. Similarly, our reading and writing classes focus more in-depth on enhancing and honing students reading comprehension skills to extend into overall writing skills. Main difference between Grade level program classes versus Reading and writing classes is the addition of a novel in the latter program.

LC’s ESL Program is targeted towards students with competent English skills looking to further extend and apply their English skills. More specifically, ESL programs are designed to honing and strengthening students’ English productive and research skills. Overall, every ESL class will produce one final research project per semester in which presentation and public speaking skills are exercised to improve the quality of students’ work.

All classes have assigned texts and materials that will focus on all four aspects of the English skills (reading, writing, speaking, and listening). Teachers are expected to teach according to the course outlines and syllabi; extra activities and supplementary materials are encouraged per teacher's’ discretion. Although abstract, teachers are encouraged to challenge students’ critical thinking ability via course materials – reference examples below:

}  Problem solving allows students to discover, analyze, and solving problems to overcome obstacles and find a solution independently.

}  Activities:

◦       Analogies

◦       Debate

◦       Fill-in-the Blank

◦       5Ws & H the “ICCI” Model with students that wish to be part of this education community and strive to be:

➢     Imaginative – keeping their minds two steps ahead

➢     Critical Thinker – don’t stop with the “given” and the “obvious”; think outside the box

➢     Contributor – contribute to groups collaboratively with interpersonal skills

➢     Inventor – finding new ways of thinking and problem solving

LC – Curriculum & Critical Thinking

The main priorities of LC’s curriculums are catered to young English learners, from kindergarten to college students. Our programs are divided up to two main age groups – our Grade Level and ESL classes.

LC’s Grade Level classes ranges from the youngest learners, kindergarteners, to sixth graders, in which all new incoming students will be assessed for proper class placement. The curriculum of the Grade Level program may adapt the Common Core Standards (CCSS) via Journeys Textbook Materials for benchmark references. Similarly, our reading and writing classes focus more in-depth on enhancing and honing students reading comprehension skills to extend into overall writing skills. Main difference between Grade level program classes versus Reading and writing classes is the addition of a novel in the latter program.

LC’s ESL Program is targeted towards students with competent English skills looking to further extend and apply their English skills. More specifically, ESL programs are designed to honing and strengthening students’ English productive and research skills. Overall, every ESL class will produce one final research project per semester in which presentation and public speaking skills are exercised to improve the quality of students’ work.

All classes have assigned texts and materials that will focus on all four aspects of the English skills (reading, writing, speaking, and listening). Teachers are expected to teach according to the course outlines and syllabi; extra activities and supplementary materials are encouraged per teacher's’ discretion. Although abstract, teachers are encouraged to challenge students’ critical thinking ability via course materials – reference examples below:

}  Problem solving allows students to discover, analyze, and solving problems to overcome obstacles and find a solution independently.

}  Activities:

◦       Analogies

◦       Debate

◦       Fill-in-the Blank

◦       5Ws & H