Schools


How does the ILP program work?


Language fluency. In each pre-school/Kindergarten program, enrollment is limited six groups of six children. Each group is taught separately by each of 3-6 native-speaking English teachers. Children love their English classes and their teachers. Each child spends three hours each day during their regular pre-school schedule, participating in activities in English. During this time they rotate to each of six different contexts taught by different teachers. Teachers do not teach translation or grammar rules. Teachers maintain a learning environment similar to that of a birthday party children will play games or video games with one of my csgo boosting guides and using the cs go best mouse for playing it, sing songs, hear and act out stories, or participate in creative expression in each of the teaching areas. The teaching areas focus on what the children are familiar with from home. A child may make a cake in the kitchen, assemble a doll house in shop, do tumbling in the gym, act out "the three little pigs" in drama and make a clay elephant in art all while speaking English. No previous English experience is necessary. Children who speak fairly well participate alongside those who are just beginning. The social environment created by exciting activities, loving teachers, and a peer group is ideal for learning language.


Assessment. Each teacher is responsible for recording the daily progress of a group of 5-6 children. Parents are invited to arrange for a meeting with the teacher and their child once every month. In the comfortable atmosphere of their own home, the child will sing songs they have learned, play games, listen to pre-and post-assessment work on audio tapes, and talk with their teacher about art projects they have completed, so parents can see the success their child is having. Children perform remarkably when they share a loving relationship with their teachers, know that their teachers care about them, and sense their parents' love and support for their progress.


At the end of each term, teachers and children will produce a show or performance to which all of the parents will be invited. Children sing songs in groups, act out short skits, perform creative dances, or play roles in a 30-60 minute mini-play. Each performance is original and adapted to the children's specific skills and abilities. The performances are a great way for the parents, the teachers, and the children to see the results of their hard work.


The research of ILP and Dr. Trevor McKee, professor of Human Development at Brigham Young University, and the experience of the program has shown that after 500 hours (2-3 five-month terms) of participation in a Duolingual Education program, children become functionally fluent. In tests given to students of the ILP Duolingual Education program, children were evaluated as having English language ability comparable to their American grade-level peers minus one year.


Literacy. Learning to read and write is essential for the children to maintain fluency in the English language. After spending a year in the kindergarten program, children spend 10 hours each week in the ILP English literacy program to learn reading and writing skills. Children learn character and word recognition skills that will help them to learn to read without struggling to understand what they read. As in the kindergarten, children learn in an environment of love and excitement. Children gain confidence in their abilities and think of themselves as English speakers when they read their first English book by themselves and write their own stories in English.


Peer-level competency. ILP has developed a follow-up program for schools and educational centers that enroll children who have mastered basic English speaking, reading, and writing in the ILP kindergarten program. Using textbooks, computer programs, and teaching resources from American public schools, children learn to speak, read, and write in English about topics in core school subjects: language, science, math, social studies. Children achieve the level of English fluency equivalent to children in America their own age. They also learn to use resource materials in English, and have practice interpreting and translating. The follow-up program does not focus on cognitive, but linguistic development, and is therefore, not a substitute, but a supplement for the schooling that children normally receive. A 6-hour per week schedule allows enough time for children to maintain their fluency in speaking, comprehension, reading, and writing, but does not subtract from the children's normal public school schedule.


Bilingual curriculum. After completing 5 years in the follow-up program, the child is ready to learn new content with equal competency in either of two languages. For children who have been through the ILP program, this level of competency is typically reached at age 12.


Who are the teachers?


ILP teachers represent the best of American ideals and values. The people we select to participate in ILP teaching service projects are completely dedicated to the service they render. We choose only those teachers who have demonstrated their responsibility in a personal interview, and who have been recommended by their teachers, employers, and ecclesiastical leaders as qualified and responsible. Only those people who are sincerely interested in helping others selected to volunteer as an ILP teacher.


Each teacher undergoes intensive hands-on training, and meets specified skill requirements as part of the ILP certification program. Those who successfully complete the certification process are awarded an authorized certificate verifying their completion.


Teachers conduct themselves in a way that is respectful of the culture and customs of the local people. Our teachers are sincerely interested in providing a meaningful education for children in the community.