ALEX EDU, LLC. TAMPA LANGUAGE CENTER STUDENT HANDBOOK
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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,
Mahmoud ElbaradeyOwnerTampa Language Center
INSTITUTIONAL INFORMATIONName of School:Tampa Language CenterOwner: Mr. Mahmoud ElbaradeyE mail: [email protected] Site: www.tampalanguagecenter.comPhone: (813) 988 – 7900Fax: (813) 980 – 3751Address: 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 15 Martin Luther King, Jr.Day
March 30-31 Good Friday
March 15-17 Spring
Break
May 28 Memorial Day
July 04-July 08 Independence Day Break
September 03 Labor Day
November 22-25 Thanksgiving Break
December 21, 2018 – January 06, 2019 Winter
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 1-6Vocabulary & Reading: Levels 1-6
Grammar & Writing: Levels 1-6Advanced Writing 6+
Prepositions and Idioms 6+Business English 6+Advanced Writing 6+
Integrated English Levels 1-6TOEFL 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 PROGRAMThe 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 two weeks 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 2In 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 3In 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 4In 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 5In addition to demonstrating the abilities from the previous level, learners completing Level 5 should be able to:
Listening:
Demonstrate understanding of the majority of face-to-face speech in standard dialect and at a normal rate, with some repetition required.
Demonstrate understanding of abstract ideas in familiar contexts.
Demonstrate understanding of most of the language used in movies or broadcasts.
Demonstrate understanding of new vocabulary in context through predicting strategies.
Identify the main idea and some details in longer conversations and/or longer listening activities.
Follow complex, multi-step oral instructions with some difficulty.
Speaking:
Ask and answer questions fluently and with minimal errors in the present, past, and future tenses.
Participate in conversations with increasing fluency on everyday subjects and some subjects with unfamiliar vocabulary.
Participate with increasing fluency in most face-to-face social conversations and telephone conversations which contain complex structures.
Clarify meaning through strategies (paraphrasing, elaboration) when misunderstanding occurs.
Adjust the language used in accordance with the level of formality required by the social situation in face-to-face conversations.
Speak creatively with some confidence.
Use words to connect, reason, & expand on topics.
Reading:
Interpret both authentic and edited materials on familiar subjects.
Use multiple strategies to understand unfamiliar vocabulary and all prose.
Predict meaning from context by analyzing prefixes and suffixes of words.
Make inferences, draw conclusions, and predict outcomes with some accuracy.
Use reference material to assist in comprehension.
Interpret charts, tables, graphs, and other non-prose information.
Read a variety of material without teacher or visual support.
Grammar/Writing
Take notes and make outlines from public announcements, short lectures, real interviews, and brief video and audio broadcasts.
Use transition words within and between paragraphs.
Expand and combine simple sentences by adding or modifying words, clauses, and phrases.
Communicate in the present perfect using “for, since, already, yet.”
Use the past continuous (in contrast to simple past) to describe events in the past.
Communicate using the past perfect combined with the past tense.
Express oneself using modals (e.g., ought to, had better, would rather).
Use conditionals effectively in speech and writing (e.g., present real, present unreal and past unreal, especially pertaining to past wishes and regrets).
Utilize simple adverbial clauses (e.g., before/after, if/then, because/since) to express relationships between ideas.
Communicate using the passive voice.
Write and punctuate complex and compound-complex sentences.
Write descriptive and narrative paragraphs using correct punctuation.
Produce writing that generally addresses the given topic, is intelligible, and expresses complete thoughts.
Level 6In addition to demonstrating the abilities from the previous level, learners completing Level 6 should be able to:
Listening:
Follow some of the essential points of more complex or argumentative speech in areas of special interest or knowledge.
Follow complex, multi-level directions without difficulty.
Follow the facts presented in oral discourse and be able to often recognize speaker-intended inferences.
Understand multiple meanings of words and use context clues to understand messages.
Catch mistakes in grammar conventions by listening.
Derive meaning from oral texts that deal with unfamiliar topics or situations.
Speaking:
Use fairly extensive vocabulary in the case of a particular area of interest or specialization.
Be able to narrate and describe in the major time frames of past, present, and future.
Provide structured arguments to support their opinions, and perhaps even construct hypotheses.
Produce speech that includes a variety of adverbs and transitional signals.
Use precise intonation to express meaning and to show fluency and ease of speech.
Demonstrate control of age-appropriate syntax and vocabulary when speaking.Use language effectively to elaborate, reason and persuade.
Reading:
Read short stories and recreational literature on own without teacher support.
Understand conventional narrative and descriptive texts of any length as well as more complex factual material fully and with ease.
Read and understand factual information in non-technical prose as well as discussion on concrete topics related to special events.
Understand figurative language in a poem or prose.
Comprehend standard newspaper items addressed to the general reader, correspondence reports and technical materials.
Recognize author-intended tone, inferences, and language.
Grammar/Writing:
Support ideas with perfect modals (e.g. should have, would have).
Communicate using embedded statements and questions.
Write compound and complex sentences with ease.
Use modals and expressions indicating wishes, doubt, regret, obligation (paying attention to register).
Use gerunds and infinitives to communicate results, plans, and purposes.
Communicate using connectives (e.g., because, even though, etc.).
Utilize transitional adverbs (e.g., therefore, however) in essays and speech.
Explain different viewpoints using reported speech.
Use adverbial clauses to make strong arguments.
Effectively utilize phrasal verbs (separable and inseparable) in speech and writing.
Use idiomatic expressions effectively in written and verbal speech.
Write paragraphs on topics using techniques of comparison/contrast, cause-effect, generalization, example, and exposition.
Write about a variety of topics with significant precision and detail.
Edit for sentence-level structure, spelling, and mechanics and revise for content, organization and vocabulary.
Write short papers and clearly express statements of position, points of view and arguments.
Demonstrate the ability to narrate and describe with detail in all major frames with good control of aspect.
Level 6+
Speaking/Listening:
Tailor language to a variety of audiences by adapting their speech.
Use language skillfully with accuracy, efficiency, and effectiveness.
Can discuss a wide range of global issues and abstract concepts in an appropriate manner.
Can speak succinctly even using cultural and historical references.
Use fairly extensive vocabulary in the case of a particular area of interest or specialization.
Present prepared material with confidence and clear articulation.
Present and expand upon points of view with relative points, details, and examples.
Respond spontaneously to conversation or audience interaction.
Narrate and describe in the major time frames of past, present, and future.
Structure arguments to support their opinions.
Use precise intonation to express meaning and to show fluency and ease of speech.
Use language effectively to elaborate, reason and persuade.
Express essential points of more complex or argumentative speech in an area of special interest or knowledge.
Give complex, multi-level directions.
Express personal interests or materials of interest with intended structure and inferences.
Express transitions and context clues that indicate meaning and give understanding to their message.
Can understand a wide variety of forms, styles, and registers of speech on highly specialized topics.
Can understand language used in theater, art, film, debates, jokes, and puns.
Can understand extremely and difficult abstract speech as well as all forms and styles of speech pertinent to professional needs, including social conversations.
Reading:
Can understand a wide variety of texts from many genres including professional, technical, academic, and literary.
Can follow highly persuasive arguments.
Can follow a high level of abstraction, precision of vocabulary, density of information, tone and point of view.
Can comprehend language from within the cultural framework and are able to understand a writer’s use of nuance and subtlety.
Can read and understand abstract prose and a wide variety of idioms, phrasal verbs, preposition usage, colloquialism, and slang.
Can expand their ability to think and respond both abstractly and hypothetically.
Can spontaneously share materials read and personal discoveries with confidence.
Can present and expand upon an enlightened point of view, details, and examples discovered in a reading experience.
Can expand upon an author’s point of view, with or without agreement with the author.
Can appreciate the similarities and differences of writing strategies of various cultures.
Can navigate their way around a library and find intended reading materials in both hard copy and digital form.
Writing:
Can write analytically on professional, academic, and societal issues.
Can write to their audience and tailor their language to their readers.
Can address world issues in a highly conceptualized fashion.
Can use structure and punctuation strategically, not only to organize meaning but also to enhance it.
Can write using abstract prose and a wide variety of idioms, phrasal verbs, prepositions, colloquialism, and slang.
Develop their critical thinking skills through the academic, professional, and social writing experiences.
Build their academic and professional vocabulary through different rhetorical writing assignments, such as expository, analytical, and argumentative compositions, including letters, editorial articles, blogging posts, and research writing projects.
Develop their ability to self-evaluate (monitor) their writing projects through thorough higher order revisions and lower order editing strategies.
Synthesize and summarize ideas from various credible sources and complex reading materials, including both hard copies and Internet sources.
Compose a fully documented research paper using MLA or APA Style document guidelines.
Write in genres that are both professional and social in nature.
STUDENT ACHIEVEMENT:
How to Progress to the Next Level of Language Proficiency
In order to move to the next proficiency level, students must meet the following criteria:
Score a 70% or higher on the level exam. At the end of the quarter, all students will take a level exam specific to their proficiency level. The exam will cover the five core skills of Listening, Reading, Speaking, Grammar, and Writing.
Earn a C (70% or higher) in each of their classes Have an attendance rate of at least 80%
If the student disputes the promotion decision, a meeting is arranged with the teacher, the student, and the director to review the student’s overall performance. In this case, the director makes the final decision.
At the end of every quarter, all students will receive a report card with their grades for each class as well as their exam grade and the quarter’s evaluation based on their overall level progression. At times, teachers also complete separate narrative evaluations, especially in the case of students transferring to other institutions or for personal purposes.
Grading Policy for Each ClassThe following assessment instruments are generally used to evaluate students in class:80% of your final grade will come from:Tests and quizzesDaily activities/classworkHomeworkEssaysProjectsPresentations
20% of your final grade will come from:Cumulative final exam
The grading scale is as follows:
90% - 100% A Excellent80% - 89% B Very Good70% - 79% C Average60% - 69% D Poor59% and below F Failing
I Incomplete
The percentages for the assignments are determined by the specific teachers. Class participation and attendance, although not weighted in the final letter grade, are strongly encouraged in every class. At the end of the quarter the student receives a report card indicating his/her overall performance for the class.
POLICIES AND PROCEDURES
Tampa Language Center Refund Policy
1. Students who wish to cancel their enrollment in a program must do so in writing. The request must include the date of withdrawal and must be dated and signed by the student. This letter must be received within one week of the withdrawal (5 business days) to receive tuition reimbursement for that week. Tuition reimbursement will begin the week the notification is received. If you are in the U.S., the withdrawal letter must be hand-delivered and a copy must be signed by the office manager. If you are not in the U.S., you must mail the withdrawal letter by Certified Mail.
2. Application and registration fees are NOT refundable.3. All other payments will be refunded if the application is not accepted
by the school or if the student cancels within three (3) business days, but before the first (1st) day of class with the exception of the application and registration fees.
4. Leaves of absences and school holidays will not be counted as a part of the scheduled class attendance.
Reimbursement Scale
Withdrawal after attendance has begun is based on the following refund
policy for all full-time programs:
If Withdrawal or Cancellation occurs: The School Will Refund
During 1st Week 90% of tuition During 2nd Week 80% of tuitionDuring 3rd Week 60% of tuitionDuring 4th Week 40% of tuitionAfter 4th Week 0% of tuition**** Tampa Language Center has a commitment to refund the tuition within 30 days of withdrawal.***
CONFIDENTIALITY POLICYSpecial note to students - All copies of the student's financial documents are maintained in individual student file folders. Any sponsor-related or government-related documents are kept in these individual folders. These folders are considered confidential by Tampa Language Center; therefore, all of these records are kept in a locked cabinet in the office during the period in which the student is actually in training. After the student completes his training, the records are locked in the center's storage room. In accordance with SEVIS regulations, these records are shredded after seven years.
STUDENT LIFESTUDENT COMPLAINTSA formal complaint is when a student has a grievance that they want investigated and a formal response made to them. The student may file a formal complaint with the Director describing the treatment, action or
decision at issue and the remedy sought. To file a formal complaint, complete the form available in the office and return it to the Office Manager who will submit it to the Director for review. The Director will then make contact with the student to resolve the issue.An informal complaint is more of a comment, recommendation or smaller issue that does not require a response, (e.g. someone just wants to air a concern and ensure that a member of staff is aware of the issue) and that it is brought to the attention of the Director.
A student should first address the complaint to the teacher. Normally, the instructor will be able to resolve the issue.
If the student feels his or her complaint has not been adequately addressed, or if the problem is related to admission, attendance, or academic progress, the student may address the complaint to the director or PDSO.
After a review of the issue, the director will issue a ruling on the situation. This resolution will normally be considered final. All records of the interaction between the student and the director and/or teacher are kept in the student’s file.
HOUSING
The institute provides information on local apartment complexes that have short-term leases available. We have a number of websites we can recommend for homestays as well, but we do not offer these through the school.
STUDENT SERVICESThe English for Speakers of Other Languages (ESOL) program was designed for students who want to learn English or improve their English skills for
academic, personal or social reasons. Tampa Language Center provides students with the opportunity to learn another language while they are immersed in another culture. Our enthusiastic, dedicated teachers make the process of learning easy, fun, and rewarding. The institute offers its students:
Assistance with the F-1 visa procedure and immigration regulations. The PDSO and the DSO guide the students during the application and registration processes, ensuring that students are qualified to enroll in the language program. Please contact the office at any time to set up an appointment to speak with one of our trained personnel. When the students’ needs exceed the resources and expertise available within the institution, the center refers them to the appropriate country’s embassy and its advisors.
Personal and academic advising.The school provides health insurance information for interested students. Students can request their grades at any time to see their academic progress. Teachers and staff can help to give relevant information pertaining to university/college admissions. When the students’ needs exceed the resources and expertise available within the institution, the center refers them to the appropriate admissions counselor in the university/college of their choice.
Properly trained staff who provide pre-arrival and ongoing orientation to international students.
A certificate of completion at the end of the training. Professional, dedicated, and enthusiastic faculty, who are available to
support and assist the students at all times. Small group classes (3 to 15 students), which allow the teachers to
individualize each student’s learning experience. Classes tailored to meet students’ needs. Field trips and social activities. The students are encouraged to share
time with their classmates in different social activities that allow them to use their English skills actively. Our students visit local museums, the zoo, local restaurants, etc. At the end of each quarter, an international brunch gives each student a chance to share a dish from his/her own country.
Diversity. Our students are from all over the world. Classrooms that are well equipped to guarantee the best learning
environment for each student. Access to computer facilities for the purpose of completing
assignments. Assistance and/or information on housing, rental apartments, and
home-stays in the area.
Policies in writing to ensure that they clearly understand the policies regarding their registration and the procedure to maintain their status as international students.
Access to a variety of excellent resources including books, periodicals, CDs and DVDs relevant to the curricula.
HEALTH INSURANCETampa Language Center does not require its students to have health insurance; however, it is highly recommended that they do obtain insurance. Students who are interested in health insurance should see office staff for a list of suitable providers. At orientation, the students are given more information on insurance, and questions can be answered at that time. If the student does not purchase health insurance, he/she must sign a form indicating that he/she understands the consequences of not carrying insurance. Tampa Language Center is not responsible for the payment of any medical office or hospital visits.
FACILITY, EQUIPMENT AND SUPPLIES
The facility library is equipped with a variety of excellent resources, including books, periodicals, CDs and DVDs relevant to the curricula. The computer facilities are available to faculty, administrators, and students.All classrooms are equipped with large, flat-screen TVs, visual aids, audio equipment, and white boards. There is always a teacher present in the classroom.The office is well equipped with computers, copy machines, telephones, a fax machine, and a scanner.The institute complies with all federal and state occupational safety and health administration regulations.
STUDENT EXPECTATIONSATTENDANCE
As an International Student you must maintain full-time status by attending 20 hours per week while studying at the Tampa Language Center. Failure to attend your classes will result in the loss of your student status and ICE authorities will be notified.
International students must also demonstrate satisfactory academic progressin order to maintain their status and to continue studying at Tampa Language Center. If a student fails one quarter with our institute, he/she will be placed on academic probation. If the student fails two quarters consecutively, he will be dismissed from Tampa Language Center, and he will be asked to transfer to another institution.
Teachers and office staff at Tampa Language Center take attendance daily. As an international student you are allowed three absences per month due to personal reasons. If you have more than three absences per month, you must show a medical statement. You are responsible for knowing how many absences you have.
If you are absent, you are responsible for contacting your teacher for all assignments.
If you plan to be absent from class for any religious observance, you must request permission in advance to be absent from the Tampa Language Center.
If there is a valid reason, such as a family illness or emergency, and the student notifies the DSO (Designated School Official) about it and receives her authorization, the student will be afforded a 15-day grace period in which he/she may make and complete arrangements for travel and departure.
Regular attendance and punctuality are also important to show respect and consideration for your teachers and classmates. Your teacher will mark you tardy if you are not in class on time. Hours are counted in your attendance, so being late too often may account eventually add up to be a full day’s absence.
COMMUNICATION
Students must provide several means of contact information including at least one working phone number, physical address, and an email address to Tampa Language Center. Students are expected to check their voice mail and email daily for any important messages from the office staff or faculty. Students are also expected to check the bulletin board daily for updated institute information such as the calendar, classroom schedules, and field trip flyers.
RESPECT FOR OTHERS
Treat the Tampa Language Center teachers, office staff, and other students with respect. Be polite, patient, and understanding. Eat your snack only during the break time, and always use your cell phone respectfully in class.
INFORMATION FOR INTERNATIONAL STUDENTS (F-1 VISA)
HOW TO APPLY FOR AN F-1 STUDENT VISA FROM YOUR COUNTRY
I. Tampa Language Center requirements: In order to receive a Tampa Language Center acceptance letter and I-20, you must successfully do the following:
Submit a completed application form (found on our website) by fax, email, or regular mail.
Pay the I-20 application processing fee of $100.00 (non-refundable). This can be paid by credit card, check, cash, or wire transfer. This amount covers our administrative expenses.
Submit a copy of your valid passport (Valid for at least 6 months beyond the date of enrollment).
Provide financial proof depending on your situation:1. If you do not have a sponsor, submit your current bank statement with the official bank seal, a notarized letter from your accountant or an official letter from your bank.
2. If you have a government sponsor, you must submit a financial guarantee.
3. If you have a non-government sponsor, you must submit their bank statement with the official bank seal or a notarized letter with the financial proof of their ability to supply accommodations, meals, transportation, or any other expenses for the prospective student.The financial proof as indicated in one of the 3 situations above must reflect the ability to cover tuition and expenses for at least $6,000.00 per quarter (3 months) or $24,000.00 per year.Once we have received the processing fee and have reviewed and verified the submitted documents, Tampa Language Center will issue a letter of acceptance and the I-20.
II. F-1 Student Visa Procedures and Requirements To apply for your F-1 student visa, you must contact the U.S. Embassy or Consulate in your country of residence.* For initial admission, you must attend the school specified on your visa.
If you have Form I-20 A-B from more than one school, it is important to
have the name of the school you intend to attend specified on your visa
by presenting a Form I-20 A-B from that school to the visa issuing
consular officer. Failure to attend the specified school will result in the
loss of your student status and subject you to deportation.
Requirements for the F-1 student visa:
Passport (valid for at least 6 months beyond the date of enrollment).
SEVIS INITIAL I-20 form - a student visa will not be issued unless a
SEVIS I- 20 is presented at the U.S. Embassy or Consulate
The prospective student must pay the SEVIS I-901 fee andprint out the
receipt to take with their visa application to the embassy. The I-901
fee can be paid online at http://www.ice.gov/sevis/i901/index.htm. An
explanation of the I-901 fee and FAQ can be found at
http://www.ice.gov/sevis/index.htm.
A letter of acceptance from the Tampa Language Center
A bank letter or letter of financial support verifying the funds to cover
your expenses while you study in the United States.
III. Arriving in the United States When you arrive in the United States, you must present the following to
the Immigration Officer:
Your passport
A sealed envelope with the SEVIS I-20 inside
I-94 card ("white card" distributed by the flight attendants on the
plane)
Maintaining your status in the United States
Upon entering the United States on an F-1 visa, you are granted F-1 status. In order to remain in status while you study at the Tampa Language Center, you must:
Attend classes on a full-time basis (20 hours per week)
Keep the I-20 valid
Pay course fees in full
Upon completion of your program, you have 60 days to either leave the U.S., or to transfer to another school.*If you cannot complete the educational program after having been in student status for longer than the anticipated length of the program plus a grace period in a single educational level, or for more than eight consecutive years, you must apply for extension of stay. An application
for extension of stay using form I-538 should be filed with the Immigration and Naturalization Service district office having jurisdiction over your school at least 15 days, but no more the 60 days, before the expiration of your authorized stay.
Traveling outside of the United States
If you are planning to travel outside the United States while studying at the Tampa Language Center, you must make an appointment with the Director to discuss travel arrangements. Please note that your F-1 visa and passport must be valid in order to return to the U.S. If your visa has expired, you will have to renew it at the U.S. Embassy.
TRANSFERING FROM ANOTHER SCHOOL WITH AN F-1 VISA
STEP 1
Notify your institution of your intent to transfer to another institution.
*A nonimmigrant student is permitted to transfer to a different school provided the transfer procedure is followed. To transfer schools, you should first notify the school you are attending of the intent to transfer, and then obtain a TRANSFER FORM & a LETTER OF ACCEPTANCE from the school you want to attend.
Step 2 In order to be accepted at the Tampa Language Center, you must successfully do the following:
Submit a completed application form (found on our website) by fax or email, or regular mail
Pay the I-20 application processing fee of $100.00 (non refundable). This can be paid by credit card, cash, check, or wire transfer. This amount covers our administrative expenses
Submit a copy of: the receipt for the I-901 fee, I-94 card, and I-20 form.
Submit a copy of your valid passport (Valid for at least 6 months beyond the date of enrollment).
Provide financial proof depending on your situation:
1. If you do not have a sponsor , submit your current bank statement with the official bank seal, a notarized letter from your accountant or an official letter from your bank.
2. If you have a government sponsor, you must submit a financial guarantee.
3. If you have a non-government sponsor, you must submit their bank statement with the official bank seal or a notarized letter with the financial proof of their ability to supply accommodations, meals, transportation, or any other expenses for the prospective student.
The financial proof as indicated in one of the 3 situations above must reflect the ability to cover tuition and expenses for at least $6,000.00 per quarter (3 months) or $24,000.00 per year.
Once we have received the processing fee and have reviewed and verified the submitted documents, we will issue a letter of acceptance and a VISA transfer form. STEP 3
The VISA transfer form and letter of Acceptance must be taken by
the student to the institution where the original 1-20 was issued.
Maintaining your status in the United StatesUpon entering the United States with an F-1 visa, you are granted F-1 status. In order to remain in status while you study at the Tampa Language Center, you must:
Attend classes on a full-time basis (20 hours per week)
Keep the I-20 valid
Pay course fees in full
Leave the U.S. within 60 days after completion of your program or transfer to another school within 60 days after the completion of your program
Upon completion of your program, you have 60 days to either leave the U.S., or to transfer to another school.
*If you cannot complete the educational program after having been in student status for longer than the anticipated length of the program plus a grace period in a single educational level, or for more than eight consecutive years, you must apply for an extension of stay. An application for extension of stay, form 1-538 should be filed with the Immigration and Naturalization Service district office having jurisdiction over your school at least 15 days but no more the 60 days before the expiration of your authorized stay.
Traveling outside of the United States
If you are planning to travel outside the United States while
studying at the Tampa Language Center, you must make an
appointment with the Director to discuss your travel arrangement.
Please note that your F-1 visa and passport must be valid in order to return
to the U.S. If your visa has expired, you will need to renew it at the U.S.
Embassy.
Procedure to Change to F-1 Student Status
Overview - F-1 student status is appropriate if you intend to study full time in the United States. If you are currently in the United States as a temporary worker, diplomat, exchange visitor or any other non-immigrant classification EXCEPT a visitor in WT or WB status, and would like to change to F-1 student status, follow the procedures indicated below.
Eligibility - In general, non-immigrants who are maintaining lawful status may apply for change of status to F-1.
Exceptions - Non-immigrants subject to the Section 212 (e) two-year home residency requirement are ineligible to apply. Those in WT or WB are also ineligible. Those in F-2, B-1 or B-2 status are eligible to apply for a change of status but cannot enroll in classes until the change of status has been approved by the US Citizenship and Immigration Services (USCIS).
Procedure:
In order to qualify for F-1 student status, you must be enrolled in a full-time program of study at Tampa Language Center and obtain an I-20 Form. To obtain an I-20, the following conditions must be met:
1. Submit a completed application form (found on our website).
2. Submit financial documentation showing funds for you and any accompanying dependents that will be in F-2 status. The documents should show that you have sufficient funds to cover tuition, materials and living expenses for the length of your training program.
3. Submit a copy of the first page of your valid passport and a copy of your current visa.
4. Pay the application fee of $100 (nonrefundable).
Once the above documents have been submitted, the office will prepare an I-20 form for you within 5 business days.
Once you have obtained an I-20 from Tampa Language Center, you must change to an F-1 status either by travel or by application to the Department of Homeland Security.
Change by travel
You may change your status by departing the United States and re-entering in F-1 status. In order to re-enter the United States in F-1 status, you must have a valid, F-1 entry visa.
If you were previously in lawful F-1 status at another school in the United States, have a valid F-1 entry visa, and have not been out of the U.S. for more than 5 months, you may continue to use that visa, even if it was issued for your previous school.
If you have been out of the U.S. for more than 5 months, you will need to apply for a new F-1 visa even if your current one has not expired.
If you have an F-1 entry visa that was cancelled by a consular officer, you must apply for a new F-1 entry visa as described below.
If you do not have an F-1 entry visa or you need a new one, you must apply for one at a U.S. Consulate. Once you have obtained an F-1 entry visa, you may then enter the United States with your visa and the following:
Your I-20 form from the Tampa Language Center
Supporting documents, such as copies of your admission letter and your financial documentation
When you are at a port of entry, you will request F-1 status by presenting your passport, open to the F-1 visa page, and the I-20. If all is in order, the immigration inspector will admit you into F-1 status by issuing you an I-94 card marked "F-1 D/S" and stamping your I-20 in the top right corner.
Change by application to the USCIS
You may also attempt to change your status by submitting a change of status application to the US Citizenship and Immigration Services (USCIS). Your application for change of status must be received by USCIS no more than 30 days before or after the start date on your I-20.
Following are the documents that will be needed to apply:
1. A completed I-539 form
2. Photocopies of both sides of your current I-94 card and photocopies of the I-94 cards of any dependents that are changing status along with you
3. A copy of your I-20 form from the Tampa Language Center, signed on the bottom of page 1
4. Copies of financial documents
5. A photocopy of your passport identification page - do not send your passport to the USCIS
6. A bank check, money order, or personal check payable to U.S. Citizenship and Immigration Services for the required $370 fee. The USCIS does not accept cash. This fee includes any dependents that are changing status with you.
7. Proof of payment of the SEVIS fee of $200. This fee can be paid online by completing Form I-901 at https://www.fmjfee.com.
8. A letter explaining why you are requesting the change of status. This is extremely important: your letter should clearly explain your current status, your plans to study at the Tampa Language Center, and your long-term plans as well. Keep in mind that F-1 status is a NON-IMMIGRANT classification. This means that you must indicate, and in certain cases, may be required to document that you continue to maintain ties to your home country-whether in the form of residence, an expected job offer, or
continuing family ties. It is not unusual for the USCIS to request documentation regarding your ties to your home country, and you should be prepared to provide such documentation. Your letter must include the following information if you are requesting a change of status:
H-1 - Dates of employment under H-1 and the date of registration at the Tampa Language Center. A copy of the I-797, your 3 most recent pay stubs, and other documentation establishing that you were in and maintained valid H-1 status. The USCIS must receive your change of status application no later than the day you terminate your H-1 employment, as there is no grace period for those in H-1 status: your H-1 status terminates the day you leave your H-1 employer.
H-1 or L-1 - You must give your dates of employment under H-1 or L-1 and request the date on which you want the F-1 status to be effective. For example, if your last day of employment is August 25, you should request that your F-1 status be effective on August 26. Be aware that the F-1 effective date MUST be within 30 days of the program start date in item 5 on your I-20. If you plan to leave your employment more than 30 days before the program start date, you must depart the U.S. and apply for an F-1 entry visa at a U.S. Consulate.
Any request for an effective date for F-1 status must be prominently stated in your letter of explanation for the change of status; you may also annotate the I-539 with your effective date request by clearly printing "Effective [date]" in Part 2. Application Type 1.b. under "The new status I am requesting is:__________."
Also include a copy of the I-797, your 3 most recent pay stubs, and other documentation establishing that you were in and maintained valid H-1 or L-1 status. The USCIS must receive your change of status application no later than the day you terminate your H-1 or L-1 employment as there is no grace period.
BRINGING DEPENDENTS TO THE UNITED STATES
Submit a copy of your financial guarantee – a bank statement or a notarized letter from your accountant or a notarized letter from your bank manager. It must reflect the student’s ability to cover his /her dependents’ living expenses during the length of his/her program of study.
Submit a copy of your dependents’ valid passports (valid for at least 6 months beyond enrollment).
EMPLOYMENTAn International Student with an F-1 visa is not allowed to work.
VACATIONAn International Student with an F-1 visa is entitled to a grace period of 60
days if: 1. He/she is transferred to another school after completion of his/her
program of study at Tampa Language Center (the student must have completed at least one quarter of study).
2. He/she leaves the U.S. within 60 days of completion of his/her program
COMMUNITY RESOURCESABOUT TAMPATampa has something for everyone! Tampa is a modern city located in central Florida. It has two theme parks, Busch Gardens and Adventure Island, as well as endless opportunities for dining, shopping, and entertainment. It is about 45 minutes from the west coast beaches and about an hour and fifteen minutes from Walt Disney World. According to national survey results publicized on 02/07/2009 by "Pew Research Center", Tampa tied for fourth place in a national survey in which participants were asked in which of the nation's 30 largest metropolitan areas they would like to live. Furthermore, Tampa Bay Magazine states, "The advantage of Tampa is that anybody can find a place where they fit in, whether it's their political views, their religious affiliation or the type of business they want to bring in.”
Where is Tampa?
Tampa is located in Florida, in the southeastern part of the United States.
Community Resources Nearby Grocery Stores:ALDI:14933 N. Florida Avenue, Tampa, FL 33613 Phone: 855-955-2534
Publix: 5450 E. Busch Blvd., Temple Terrace, FL 33617Phone: 813-984-6411
Walmart:8885 N. Florida Avenue, Tampa, FL 33604Phone: 813-932-0562
Nearby Pharmacies:Publix: 5450 E. Busch Blvd., Temple Terrace, FL 33617Phone: 813-984-6411
CVS: 9202 N. Florida Avenue, Tampa, FL 33612Phone: 813-935-1134
Walgreen’s: 2111 E. Busch Blvd., Tampa, FL 33612Phone: 813-931-7278
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