The CILS Style of Modern Education
In this age of high-tech, global communications, why is language teaching still in the dark ages?
The problems of language teaching stem from a lack of adaptability in learning institutions around the world. Many institutions, both old and new, find a system, get accustomed to it, and never change it, despite changes in the world at large. They become stagnant and irrelevant to the fast, ever-changing world around them.
CILS, however, is a dynamic, adaptable institution with a versatile, ever-evolving philosophy. We start with great teachers, great ideas, and ongoing research. We listen closely to your ideas and requests; and while you study language, we study you. The distinctive teaching style of the Chicago International Language School revolves around three basic ideas:
1) Relevance and Practicality |
1) Relevance and Practicality
Motivation is the first step in learning. Many students are motivated by the feeling that their studies are interesting, useful and related to their lives. They also get motivation from some clear, desirable, and directly reachable goals. Historically, there has been a failure by both educators and schools a) to ensure the relevance of, and clearly illustrate practicality of lessons; b) to provide immediately useful lessons to students; c) to set clear, motivational goals which are objectively rewarded; d) to provide clear and objective progress analyses with custom prescriptions for improvement. The outdated teaching methods which overlook these points are still used in the modern world and remain obstacles to proper education. Keeping students motivated naturally keeps open the doors to retention; and retention is also a very strong motivational factor because it illustrates progress.
2) “The Boundless Classroom”SM
This is the philosophy of complete adaptability, unrestricted learning and both holistic and targeted teaching. For hundreds of years, people have been forced into unnatural learning environments; later they wondered why learning was so difficult. Learning can be much easier if teachers and students understand how to learn. There are many different kinds of people with many different styles of learning. Ignoring any of them is a failure of the teacher and the school. Therefore, CILS does not FORCE students into incompatible study situations, but instead adjusts to meet the needs of as many different learner types of as possible. This means that the nature of CILS teaching is dynamic, living and fully adjustable. It is a concert of approaches and styles. An additional benefit of this adaptable, multi-dimensional approach is the ability to cater to the needs of learners with special needs, such as visual impairments and minor hearing impairments. These special needs students represent a category of learners who are usually forgotten by traditional language schools.
3) “The Progress Engine”SM
This is the system of ongoing progress-tracking and problem elimination processes used at CILS. In addition to the compilation of regular class evaluations, interviews with students are periodically recorded/videotaped, analyzed and given evaluation based on specific criteria developed by the leading industry professionals. This allows both student and teacher to chart progress in various aspects of English proficiency, identify strengths and weaknesses, and deeply-rooted problem areas. These are the processes through which students are given guidance to break the vicious circles of ingrained errors and find continue learning with better focus. The Progress Engine is designed to drive improvement and push the student towards greater development.
“The Boundless Classroom”SM and “The Progress Engine”SM are two advanced, research-supported teaching and learning approaches exclusive to CILS. Remember, we’re always making positive changes. Do you have suggestions? Tell us your ideas; your input is valuable to us. We’re always listening to you. Would you like to know more? Come in for three FREE trial lessons and see for yourself how we’ve transcended the old school approach.
Why Learn Japanese? Why Learn English?
Continue to see how CILS began…
