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Source: http://www.englishusa.org/resource/rss/news.rss

1.  
2. <rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom">
3. <channel>
4. <title>News &amp; Press</title>
5. <link>https://www.englishusa.org/news/</link>
6. <description><![CDATA[ Read about recent events, essential information and the latest community news.  ]]></description>
7. <lastBuildDate>Sun, 28 Apr 2024 09:53:32 GMT</lastBuildDate>
8. <pubDate>Tue, 30 Jun 2020 13:43:20 GMT</pubDate>
9. <copyright>Copyright &#xA9; 2020 EnglishUSA</copyright>
10. <atom:link href="http://www.englishusa.org/resource/rss/news.rss" rel="self" type="application/rss+xml"></atom:link>
11. <item>
12. <title>Welcome New Members! April to June, 2020</title>
13. <link>https://www.englishusa.org/news/515080/</link>
14. <guid>https://www.englishusa.org/news/515080/</guid>
15. <description><![CDATA[<p>Please welcome the newest EnglishUSA member programs: </p>
16. <p>Hesston College, Hesston, Kansas<br />
17. The ESL School at NYFA, New York, New York<br />
18. AppELS Institute, Boone, North Carolina<br />
19. </p>]]></description>
20. <category>EnglishUSA News</category>
21. <pubDate>Tue, 30 Jun 2020 14:43:20 GMT</pubDate>
22. </item>
23. <item>
24. <title>Welcome New Members! January to March, 2020</title>
25. <link>https://www.englishusa.org/news/498693/</link>
26. <guid>https://www.englishusa.org/news/498693/</guid>
27. <description><![CDATA[<p>Please welcome the newest EnglishUSA member programs: </p>
28. <p>POLY Languages Institute, Irvine, California<br />
29. POLY Languages Institute, Los Angeles, California<br />
30. POLY Languages Institute, Pasadena, California<br />
31. EF International Language Campuses, Inc., Tarrytown, New York<br />
32. EF Education First, Tarrytown, New York<br />
33. </p>]]></description>
34. <category>EnglishUSA News</category>
35. <pubDate>Tue, 31 Mar 2020 21:31:49 GMT</pubDate>
36. </item>
37. <item>
38. <title>Welcome New Members! October to December, 2019</title>
39. <link>https://www.englishusa.org/news/481750/</link>
40. <guid>https://www.englishusa.org/news/481750/</guid>
41. <description><![CDATA[<p>Please welcome the newest EnglishUSA member programs: </p>
42. <p>Clark University's American Language and Culture Institute, Worcester, Massachusetts<br />
43. Rennert International, New York, New York<br />
44. The University of Texas at El Paso-Extended University, El Paso, Texas<br />
45. Pratt Institute, Brooklyn, New York<br />
46. </p>]]></description>
47. <category>EnglishUSA News</category>
48. <pubDate>Fri, 13 Dec 2019 16:30:53 GMT</pubDate>
49. </item>
50. <item>
51. <title>Welcome New Members! April to June, 2019</title>
52. <link>https://www.englishusa.org/news/458505/</link>
53. <guid>https://www.englishusa.org/news/458505/</guid>
54. <description><![CDATA[<p>Please welcome the newest EnglishUSA member programs: </p>
55. <p>SCAD Language Studio, Atlanta, Georgia<br />
56. Open Hearts Language Academy, Coconut Creek, Florida<br />
57. University of Wisconsin, Whitewater, Wisconsin<br />
58. University of Wisconsin, Milwaukee, Wisconsin<br />
59. The ESL School at NYFA, New York, New York<br />
60. The ESL School at NYFA, Burbank, California<br />
61. Minnesota State University, Mankato, Minnesota<br />
62. ELI University of Southern Mississippi, Hattiesburg, Mississippi </p>
63. <p>And our newest Associate members: </p>
64. Pro Lingua Associates, Guilford, Vermont, <a href="http://www.ProlLinguaAssociates.com" target="newWin">www.ProlLinguaAssociates.com</a><a href="http://americanvoicesapp.com" target="_blank"><br />
65. </a>ESQ Educational Services, Kingston, Ontario, Canada, <a href="http://homestayguide.com" target="newWin">www.homestayguide.com</a>]]></description>
66. <category>EnglishUSA News</category>
67. <pubDate>Fri, 28 Jun 2019 14:32:08 GMT</pubDate>
68. </item>
69. <item>
70. <title>Welcome New Members! January to March, 2019</title>
71. <link>https://www.englishusa.org/news/444170/</link>
72. <guid>https://www.englishusa.org/news/444170/</guid>
73. <description><![CDATA[<p>Please welcome the newest EnglishUSA member programs: </p>
74. <p>The American Culture &amp; Language Institute, <span style="color: #000000; text-align: start; text-decoration: none; letter-spacing: normal;">Northern Virginia Community College</span>, Alexandria, Virginia<br />
75. East Carolina University Language Academy, Greenville, North Carolina<br />
76. Black Hills State University, Spearfish, South Dakota<br />
77. The ESL School at NYFA, Burbank, California </p>]]></description>
78. <category>EnglishUSA News</category>
79. <pubDate>Thu, 28 Mar 2019 18:41:37 GMT</pubDate>
80. </item>
81. <item>
82. <title>Welcome New Members! October to December, 2018</title>
83. <link>https://www.englishusa.org/news/429948/</link>
84. <guid>https://www.englishusa.org/news/429948/</guid>
85. <description><![CDATA[<p>Please welcome the newest EnglishUSA member program: </p>
86. <p>On Language, Gainesville, Georgia<br />
87. Intensive English Academy, Palm Desert, California<br />
88. </p>
89. <p>And our newest Associate members: </p>
90. <p>American Voices, Mill Valley, California, <a href="http://americanvoicesapp.com" target="_blank">www.americanvoicesapp.com<br />
91. </a>ISX World, Boston, Massachusetts, <a href="https://www.isxworld.com/" target="_blank">www.isxworld.com</a><br />
92. Student Sims, San Diego, California, <a href="https://www.studentsims.com/" target="_blank">www.studentsims.com</a><br />
93. </p>]]></description>
94. <category>EnglishUSA News</category>
95. <pubDate>Mon, 10 Dec 2018 18:05:31 GMT</pubDate>
96. </item>
97. <item>
98. <title>Welcome New Members! July to September, 2018</title>
99. <link>https://www.englishusa.org/news/421785/</link>
100. <guid>https://www.englishusa.org/news/421785/</guid>
101. <description><![CDATA[<p>Please welcome the newest EnglishUSA member program: </p>
102. <p>Saint Francis University, Loretto, Pennsylvania<br />
103. Saint Leo University, Saint Leo, Florida<br />
104. USC International Academy, Los Angeles, California<br />
105. </p>
106. <p>And our newest Associate members: </p>
107. <p>Alelo, Los Angeles, California, <a href="https://www.alelo.com/" target="newWin">www.alelo.com/</a><br />
108. en.news with CNN, Pittsburgh, Pennsylvania, <a href="http://en.news">www.</a><a href="http://en.news">en.news<br />
109. </a>University of Michigan Press, Ann Arbor, Michigan, <a href="http://www.press.umich.edu/elt" target="newWin">www.press.umich.edu/elt</a><a href="http://en.news"><br />
110. </a>a2 International Education Fairs, Istanbul, Istanbul,&nbsp; <a href="https://www.akare.com.tr/" target="newWin">www.akare.com.tr/</a></p>]]></description>
111. <category>EnglishUSA News</category>
112. <pubDate>Tue, 9 Oct 2018 18:46:57 GMT</pubDate>
113. </item>
114. <item>
115. <title>Views from the NAFSA National Conference, Anthony Schmidt, University of Tennessee, Knoxville</title>
116. <link>https://www.englishusa.org/news/407181/</link>
117. <guid>https://www.englishusa.org/news/407181/</guid>
118. <description><![CDATA[<blockquote type="cite" style="text-align: start; text-decoration: none; letter-spacing: normal;">The 2018 NAFSA annual conference was held in Philadelphia this year. While intensive English/ESL accounts for only a small portion of what occurs at NAFSA, there were still plenty of sessions related to our industry. Here are a few highlights for those who could not attend.<br />
119. <br />
120. Incorporating Videos into International Recruitment Strategies<br />
121. The panel gave numerous examples of video campaigns they had completed with various institutions. Some of these examples include the EducationUSA (in particular the EducationUSA Belarus) YouTube Channels, the British Council’s “1001 Ways” campaign, and Birmingham City University’s Thai-language “UK Snap” web series. Some practical takeaways and best practices included keeping videos under two minutes, using students’ native language, including subtitles (because most watch videos without sound), considering the timing of the videos release (e.g. releasing it to coincide with a recruiting fair), and having the students in the videos share it on their personal social media networks.<br />
122. <br />
123. Supporting International Students’ Academic Success<br />
124. This highly interactive session focused on challenges international students face while studying abroad (especially international students at Western universities) and possible solutions to these challenges. Linguistic challenges include lack of proficiency, lack of confidence, lack of awareness of genre (such as composing emails), high social but low academic proficiency, and high oral but low written proficiency among others. Possible solutions include continued ESL support; raising awareness of support services such as the writing center, library services, tutoring; professional development of faculty; conversation partners; and volunteer opportunities. Challenges may also be related to culturally adjusting to differences in finances, transportation, climate, food, technology, interaction, etc. Solutions to help ease the adjustment can include well-prepared airport welcomes and orientations; continuous practical workshops on culture, things to do, where to shop, how to find an apartment; peer mentor programs; social clubs; encouraging the use of support services. Finally, the presentation looked at challenges in academic acclimation, such as learning and teaching expectations, concepts of academic integrity, workload, assessment, faculty-student relationships, etc. Some ways to help academic acclimation is providing well-structured orientation before and after arrival, professional development for faculty, requiring office visits with faculty, ongoing plagiarism workshops, time management training, note-taking instruction, test-taking strategies, and connecting students to domestic or international mentors.<br />
125. <br />
126. Academic Pathway Programs: Building a Common Understanding<br />
127. This information session was an iteration of EnglishUSA’s .“Exploring Pathway Programs” webinar held in September, 2017. The sessions focused on the various definitions and models of pathway programs. A key point that was raised during the discussions is related to the two options that are often given when considering a pathway: use a third-party provider or do it in-house. Panelists recommended a third option: not doing a pathway at all. According to the panelists, pathways should not be seen as a panacea to current issues facing IEPs, as they are also subject to market forces and should not be done to replace an IEP, which, in the words of one panelist, is still a valuable model.<br />
128. Navigating a Marketing and Sales approach to ESL Program Expansion<br />
129. Presenters in this workshop suggest taking a sales and marketing approach to ESL program development. They suggested changing mindsets from “students” to “customers” in order to find ways to expand and adapt with a volatile marketplace. They suggested rethinking program mission statements to make them more flexible (i.e. not solely focused on intensive English or university international students). A more flexible mission statement can lead to having a more flexible strategic plan and also more flexible program offerings. The presenters suggested starting with a SWOT analysis to understand a program’s current strengths, weaknesses and how these can be used to design stronger programs.<br />
130. <br />
131. Innovative and Sustainable Practices in Intensive English Programming<br />
132. The IEP-focused poster fair was quite interesting. A range of topics were represented including posters on content-based instruction (teaching language through US History), developing a collaborative housing network, managing emergencies, linking university students and IEP students via courses such as global communications, creating friendship programs, theme-based language learning workshops, and created a STEM ESL program.<br />
133. <br />
134. <br />
135. Anthony Schmidt<br />
136. Teaching Associate<br />
137. English Language Institute<br />
138. The University of Tennessee, Knoxville<br />
139. <br />
140. <blockquote type="cite" style="text-align: start; text-decoration: none; letter-spacing: normal;">
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214. </blockquote>]]></description>
215. <category>EnglishUSA News</category>
216. <pubDate>Fri, 29 Jun 2018 14:26:45 GMT</pubDate>
217. </item>
218. <item>
219. <title>Welcome New Members! April to June, 2018</title>
220. <link>https://www.englishusa.org/news/406972/</link>
221. <guid>https://www.englishusa.org/news/406972/</guid>
222. <description><![CDATA[<p>Please welcome the newest EnglishUSA member program: </p>
223. <p>Showa Boston, Boston, Massachusetts<br />
224. International Education Center (IEC), Concord, California<br />
225. International Education Center (IEC) at Orange Coast College, Costa Mesa, California<br />
226. Language Studies International<br />
227. ELS Language Centers/Santa Rosa, Santa Rosa, California<br />
228. Intensive English Center, Tennessee State University, Nashville, Tennessee<br />
229. META Language School USA, Orlando, Florida<br />
230. Florida Atlantic University, Boca Raton, Florida<br />
231. Notre Dame of Maryland University, English Language Institute, Baltimore, Maryland<br />
232. English Language Institute, LIU Brooklyn, Brooklyn, New York<br />
233. Southern New Hampshire University, Manchester, New Hampshire<br />
234. D'Youville College, Buffalo, New York<br />
235. University of the Pacific International, Stockton, California<br />
236. Central New Mexico Community College, Albuquerque, New Mexico<br />
237. English as a Second Language, Hays, Kansas </p>
238. <p>And our newest Associate member: </p>
239. ViveCampus, Providencia, Santiago, Latin America, <a href="http://www.vivecampus.com" target="_blank">www.vivecampus.com<br />
240. </a>Global Student Mobility, London, United Kingdon, <a href="https://glosmo.com">www.glosmo.com</a><a href="http://www.vivecampus.com" target="_blank"> </a>]]></description>
241. <category>EnglishUSA News</category>
242. <pubDate>Thu, 28 Jun 2018 15:49:02 GMT</pubDate>
243. </item>
244. <item>
245. <title>&quot;Views from the NAFSA National Conference&quot; Anthony Schmidt, The Universtiy of Tennessee, Knoxville</title>
246. <link>https://www.englishusa.org/news/406373/</link>
247. <guid>https://www.englishusa.org/news/406373/</guid>
248. <description><![CDATA[<blockquote type="cite" style="text-align: start; text-decoration: none; letter-spacing: normal;">
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266. <div id="divtagdefaultwrapper" dir="ltr" style="text-align: start; text-decoration: none; letter-spacing: normal;">
267. <div style="margin-top: 0px; margin-bottom: 0px;">The 2018 NAFSA annual conference was held in Philadelphia this year. While intensive English/ESL accounts for only a small portion of what occurs at NAFSA, there were still plenty of sessions related to our industry. Here are a few highlights for those who could not attend.</div>
268. <div style="margin-top: 0px; margin-bottom: 0px;">&nbsp;</div>
269. <div style="margin-top: 0px; margin-bottom: 0px;"><b>Incorporating Videos into International Recruitment Strategies</b></div>
270. <div style="margin-top: 0px; margin-bottom: 0px;">The panel gave numerous examples of video campaigns they had completed with various institutions. Some of these examples include the EducationUSA (in particular the EducationUSA Belarus) YouTube Channels, the British Council’s “1001 Ways” campaign, and Birmingham City University’s Thai-language “UK Snap” web series. Some practical takeaways and best practices included keeping videos under two minutes, using students’ native language, including subtitles (because most watch videos without sound), considering the timing of the videos release (e.g. releasing it to coincide with a recruiting fair), and having the students in the videos share it on their personal social media networks.</div>
271. <div style="margin-top: 0px; margin-bottom: 0px;">&nbsp;</div>
272. <div style="margin-top: 0px; margin-bottom: 0px;"><b>Supporting International Students’ Academic Success</b></div>
273. <div style="margin-top: 0px; margin-bottom: 0px;">This highly interactive session focused on challenges international students face while studying abroad (especially international students at Western universities) and possible solutions to these challenges. Linguistic challenges include lack of proficiency, lack of confidence, lack of awareness of genre (such as composing emails), high social but low academic proficiency, and high oral but low written proficiency among others. Possible solutions include continued ESL support; raising awareness of support services such as the writing center, library services, tutoring; professional development of faculty; conversation partners; and volunteer opportunities. Challenges may also be related to culturally adjusting to differences in finances, transportation, climate, food, technology, interaction, etc. Solutions to help ease the adjustment can include well-prepared airport welcomes and orientations; continuous practical workshops on culture, things to do, where to shop, how to find an apartment; peer mentor programs; social clubs; encouraging the use of support services. Finally, the presentation looked at challenges in academic acclimation, such as learning and teaching expectations, concepts of academic integrity, workload, assessment, faculty-student relationships, etc. Some ways to help academic acclimation is providing well-structured orientation before and after arrival, professional development for faculty, requiring office visits with faculty, ongoing plagiarism workshops, time management training, note-taking instruction, test-taking strategies, and connecting students to domestic or international mentors.</div>
274. <div style="margin-top: 0px; margin-bottom: 0px;">&nbsp;</div>
275. <div style="margin-top: 0px; margin-bottom: 0px;"><b>Academic Pathway Programs: Building a Common Understanding</b></div>
276. <div style="margin-top: 0px; margin-bottom: 0px;">This information session was an iteration of EnglishUSA’s .“Exploring Pathway Programs” webinar held in September, 2017. The sessions focused on the various definitions and models of pathway programs. A key point that was raised during the discussions is related to the two options that are often given when considering a pathway: use a third-party provider or do it in-house. Panelists recommended a third option: not doing a pathway at all. According to the panelists, pathways should not be seen as a panacea to current issues facing IEPs, as they are also subject to market forces and should not be done to replace an IEP, which, in the words of one panelist, is still a valuable model.</div>
277. <div style="margin-top: 0px; margin-bottom: 0px;"><b>Navigating a Marketing and Sales approach to ESL Program Expansion</b></div>
278. <div style="margin-top: 0px; margin-bottom: 0px;">Presenters in this workshop suggest taking a sales and marketing approach to ESL program development. They suggested changing mindsets from “students” to “customers” in order to find ways to expand and adapt with a volatile marketplace. They suggested rethinking program mission statements to make them more flexible (i.e. not solely focused on<span class="Apple-converted-space">&nbsp;</span><i>intensive</i><span class="Apple-converted-space">&nbsp;</span>English or university international students). A more flexible mission statement can lead to having a more flexible strategic plan and also more flexible program offerings. The presenters suggested starting with a SWOT analysis to understand a program’s current strengths, weaknesses and how these can be used to design stronger programs.</div>
279. <div style="margin-top: 0px; margin-bottom: 0px;">&nbsp;</div>
280. <div style="margin-top: 0px; margin-bottom: 0px;"><b>Innovative and Sustainable Practices in Intensive English Programming</b></div>
281. <div style="margin-top: 0px; margin-bottom: 0px;">The IEP-focused poster fair was quite interesting. A range of topics were represented including posters on content-based instruction (teaching language through US History), developing a collaborative housing network, managing emergencies, linking university students and IEP students via courses such as global communications, creating friendship programs, theme-based language learning workshops, and created a STEM ESL program.</div>
282. <br />
283. <div style="margin-top: 0px; margin-bottom: 0px;">&nbsp;</div>
284. <div id="Signature">
285. <div id="divtagdefaultwrapper" dir="ltr" style="background-color: #ffffff;">
286. <div><b>Anthony Schmidt</b></div>
287. <div><a href="http://www.eltresearchbites.com/" class="OWAAutoLink" id="LPNoLP">www.eltresearchbites.com</a>&nbsp;</div>
288. <div><a href="http://www.anthonyteacher.com/" id="LPNoLP">www.anthonyteacher.com</a>&nbsp;</div>
289. <div><a href="http://www.twitter.com/anthonyteacher" id="LPNoLP">@anthonyteacher</a><br />
290. <br />
291. </div>
292. <div>Teaching Associate</div>
293. <div>English Language Institute</div>
294. <div>The University of Tennessee, Knoxville</div>
295. <div>600 Henley Street, Suite 120</div>
296. <div>Knoxville, TN 37902</div>
297. <div>865-974-3404</div>
298. <div><a href="http://eli.utk.edu/" id="LPNoLP">http://eli.utk.edu/</a> <br />
299. </div>
300. </div>
301. </div>
302. </div>
303. </div>
304. </blockquote></div>
305. </div>
306. </div>
307. </div>
308. </blockquote></div>
309. </div>
310. </div>
311. </div>
312. </div>
313. </div>
314. </div>
315. </div>
316. </blockquote></div>
317. </div>
318. </div>
319. </div>
320. </blockquote>]]></description>
321. <category>EnglishUSA News</category>
322. <pubDate>Mon, 25 Jun 2018 16:59:08 GMT</pubDate>
323. </item>
324. <item>
325. <title>Welcome New Members! January to March, 2018</title>
326. <link>https://www.englishusa.org/news/395507/</link>
327. <guid>https://www.englishusa.org/news/395507/</guid>
328. <description><![CDATA[<p>Please welcome the newest EnglishUSA member program: </p>
329. <p>HOFT Institute, Austin, Texas</p>
330. <p>And our newest Associate member: </p>
331. <p>Home Stay Network, Redmond, Washington, <a href="http://www.homestaynetwork.com">www.homestaynetwork.com</a><br />
332. </p>]]></description>
333. <category>EnglishUSA News</category>
334. <pubDate>Mon, 9 Apr 2018 14:47:37 GMT</pubDate>
335. </item>
336. <item>
337. <title>60-Day Notice of Proposed Information Collection: Application for Nonimmigrant Visa</title>
338. <link>https://www.englishusa.org/news/395365/</link>
339. <guid>https://www.englishusa.org/news/395365/</guid>
340. <description><![CDATA[<p>EnglishUSA members are encouraged to submit a public comment on the website.  There are examples of comments that you can read prior to submitting.</p>
341. <p>Deadline: 5/29/2018</p>
342. <p><a href="https://www.federalregister.gov/documents/2018/03/30/2018-06496/60-day-notice-of-proposed-information-collection-application-for-nonimmigrant-visa">View More Info Here</a><br />
343. </p>]]></description>
344. <category>News</category>
345. <pubDate>Fri, 6 Apr 2018 16:28:01 GMT</pubDate>
346. </item>
347. <item>
348. <title>EnglishUSA releases joint statement on Possible Limitations on US Student Visas from China</title>
349. <link>https://www.englishusa.org/news/392216/</link>
350. <guid>https://www.englishusa.org/news/392216/</guid>
351. <description><![CDATA[<img alt="" src="https://www.englishusa.org/resource/resmgr/News/Joint_Statement_-_China_Visa.jpg" style="width: 100%;" />]]></description>
352. <category>EnglishUSA News</category>
353. <pubDate>Thu, 22 Mar 2018 16:13:24 GMT</pubDate>
354. </item>
355. <item>
356. <title>Interview with Patti Juza (UC-Boulder), English Language Fellow Program</title>
357. <link>https://www.englishusa.org/news/389862/</link>
358. <guid>https://www.englishusa.org/news/389862/</guid>
359. <description><![CDATA[<header class="page-header" style="color: #616264;">
360. <h1 class="page-header__heading" style="color: #1a3b6a; width: inherit; margin-top: 0px; margin-bottom: 0px; padding-bottom: 1em;"><a href="https://elprograms.org/interview-patti-juza/?utm_source=EL+Programs+Updates&amp;utm_campaign=6bfd780827-EMAIL_CAMPAIGN_2018_02_28&amp;utm_medium=email&amp;utm_term=0_7c09d236c7-6bfd780827-136911269">An Employer’s Perspective on the Benefits of the English Language Fellow Program</a></h1>
361. <p class="page-header__heading" style="color: #1a3b6a; width: inherit; margin-top: 0px; margin-bottom: 0px; padding-bottom: 1em;">Source: ELP Newsletter (https://elprograms.org/about/contact/newsletter/)</p>
362. </header>
363. <div class="page-content__body cms" style="color: #616264; padding-top: 50px; border-top-width: 1px; border-top-style: solid; border-top-color: #0f243f;">
364. <p style="color: #414042; margin: 0px;"><span>The English Language Programs team sat down with Patti Juza, Director of the International English Center at the University of Colorado Boulder. She talked to us about her experience employing English Language Fellow alumni and shared some tips for alumni on how to better promote their experience when job searching.</span></p>
365. <img alt="" class="aligncenter size-full wp-image-13012" src="http://elprograms.org/content/uploads/2018/03/colo.png" height="339" srcset="https://elprograms.org/content/uploads/2018/03/colo.png 849w, https://elprograms.org/content/uploads/2018/03/colo-300x120.png 300w, https://elprograms.org/content/uploads/2018/03/colo-768x307.png 768w" sizes="(max-width: 849px) 100vw, 849px" style="height: auto; margin: 1em 0px 0px; border: 0px; width: 100%;" />
366. <p style="color: #414042; margin: 1em 0px 0px;"><strong>Could you describe your experience working with alumni of the English Language Fellow Program?</strong></p>
367. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>We have currently four or five English Language Fellows working in our program. I have to say, we are always impressed with their resumes because of the versatility that’s demonstrated on them. English Language Fellows have a talent for working with multilevel classes and that sometimes happens these days in Intensive English Programs. Enrollments expand and contract, and we’re starting to see fewer lower level students join programs. But occasionally there are and that’s where being able to manage and differentiate instruction in class is really important. We’ve found that a lot of our English Language Fellows have seen it all, they’ve done it all, and they’ve been very helpful in designing curriculum, and working with these populations.</span></p>
368. <p style="color: #414042; margin: 1em 0px 0px;"><strong>What unique skills or qualities do you think Fellows bring to your program?</strong></p>
369. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>I think it’s not just unique skills or qualities, but also experiences that English Language Fellows bring to the table for university-based English language programs. Of course, there’s a certain amount of flexibility that they had to demonstrate in their roles as Fellows, and there’s a versatility that we really appreciate. That goes for curriculum development, designing university prep courses, test preparation, English for specific purposes courses, designing and delivering workshops, and doing a lot of teacher training. Also, the experience with online education—embracing instructional design and delivering courses online, whether it be hybrid or a fully online course. English Language Fellows also present themselves very well. That’s really important to us. There’s a confidence there that Fellows have developed. It’s a confidence, not an arrogance, that I think a lot of us in the field appreciate. Certainly, there’s time management, because a lot of faculty may have experience teaching or developing courses, but these days, we get a lot of late and last minute requests and proposals to deliver programs. Because English Language Fellows have to wear so many different hats and do so many different things at the same time, they are very mindful of deadlines and timelines. That’s very beneficial to us, too.&nbsp;</span></p>
370. <img alt="" class="aligncenter wp-image-13006" src="http://elprograms.org/content/uploads/2018/03/pj1.jpg" height="413" srcset="https://elprograms.org/content/uploads/2018/03/pj1.jpg 566w, https://elprograms.org/content/uploads/2018/03/pj1-300x177.jpg 300w" sizes="(max-width: 700px) 100vw, 700px" style="height: auto; margin: 1em 0px 0px; border: 0px; width: 100%;" />
371. <p style="color: #414042; margin: 1em 0px 0px;"><strong>What does it mean to you when you look at a candidate’s CV and see that he/she is a returned English Language Fellow?</strong></p>
372. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>Someone who is tried and tested. There’s a certain amount of initiative and independence that an English Language Fellow has developed. Resources may be stretched or they are not always optimal, but there is this certain quality to their instruction. Also, a lot of self-motivation that’s really important for these types of programs and projects. So, that’s something that’s key for me.</span></p>
373. <table border="1" style="width: 100%; margin: 1em 0px 0px; border: #000000; border-spacing: 0px;">
374.    <tbody>
375.        <tr>
376.            <td style="width: 698px; text-align: center;"><span><strong>“We’ve found that a lot of our English Language Fellows have seen it all, they’ve done it all, and they’ve been very helpful in designing curriculum and working with these populations.”</strong></span></td>
377.        </tr>
378.    </tbody>
379. </table>
380. <p style="color: #414042; margin: 1em 0px 0px;"><strong>What sets a Fellow apart from a teacher who hasn’t participated in the program?</strong></p>
381. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>I think it’s that ability to manage so many things at one time. One day be doing some kind of online workshop, and the next day doing teacher training face to face, another day, maybe, we need assistance with some background material for an RFP that has just come out.&nbsp;</span><span>Being able to, on short notice, produce and make a positive contribution to a program. I think that’s something that sets English Language Fellows apart from, say, others who have just come out of school or those who have been teaching in the field for a while. The pace is little bit different. If you’ve been working in a long- standing intensive English language program, there’s kind of a rhythm to it, but, you know, the rhythm has changed because the market has changed. I think English Language Fellows have been exposed to the market outside of the U.S. They know what it’s like. They know what people are looking for, and that kind of feedback to program administrators is really important—it’s valuable.</span></p>
382. <p style="color: #414042; margin: 1em 0px 0px;"><strong>Could you think of a specific example or experience that you had with a Fellow that really left an impression on you?</strong></p>
383. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>Yeah, we have a large program going with the government of Mexico to support military officers. For this year we’ve also been notified that we’ll be doing a program for 50 cadets in health sciences. This came a as bit of a surprise to us! But, one of our returned English Language Fellows has experience in designing and delivering medical English courses. When we announced to our faculty that we have these 50 new cadets coming in May, she stepped up and volunteered to develop the curriculum for that program. It is very exciting for us. We were delighted that she reached out to us and said that this is a project that she’d really like to work on. Even though she’s fairly new to our program, we are confident that it is going to be high quality.&nbsp;</span></p>
384. <img alt="" class="aligncenter wp-image-13007" src="http://elprograms.org/content/uploads/2018/03/pj2.png" height="572" srcset="https://elprograms.org/content/uploads/2018/03/pj2.png 507w, https://elprograms.org/content/uploads/2018/03/pj2-300x245.png 300w" sizes="(max-width: 700px) 100vw, 700px" style="height: auto; margin: 1em 0px 0px; border: 0px; width: 100%;" />
385. <p style="color: #414042; margin: 1em 0px 0px;"><strong>What advice do you have for Fellows who are finishing up their assignments and beginning to job search back in the U.S.?</strong></p>
386. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>Be proactive and don’t wait until you are home. Also, making sure to include all those different projects they worked on. If they haven’t done a lot of instructional design and there are opportunities for them to get that experience before they come home, that’s really key. And on their CVs to make sure not to forget to put things down about assessment. For university-governed programs that hold CEA accreditation, learning outcomes are really important. Those are data points that we have to provide to an accreditor. I think that often English Language Fellows have experience in providing outcome information to stakeholders, but it’s not something they always think to put on their resume.&nbsp;</span></p>
387. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>I think there’s a lot of expansion with English for specific purposes, so making sure to list the different kinds of classes they taught or designed in those areas. As opportunities come up on college campuses for those kinds of customized programs or working partnerships with academic departments, it’s really important.&nbsp;</span></p>
388. <p style="color: #414042; margin: 1em 0px 0px;"><strong>Is there anything else that you feel we haven’t touched on?</strong></p>
389. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>The other thing for Fellows to keep in mind is to really document their experience and think carefully about what they want to do post-fellowship. As programs continue to expand and contract and evolve, there are a lot of skills that they bring to the table. Generally, they can write very well— programs always need folks to participate in proposal writing, and also to become part of the accreditation committee on these campuses. I think there is a lot of insight that they bring: Are there other things that that program could be doing to help it to build capacity? What could they lend to professional development for the faculty who are currently there? What experiences do they gain in that university program that they could then take to a project as a Specialist? Do they want to consider going on for a PhD and help train the next generation of faculty members who are going to go out and change the world? I think there are a lot of opportunities out there.</span></p>
390. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>We are all looking for talent. I think an English Language Fellow’s experience is different—it’s not just that someone has worked under tough conditions, but they’ve worked under tough conditions and they’ve produced services, courses, products of such high caliber that could be leveraged in a lot of different ways.&nbsp;</span></p>
391. <p style="color: #414042; margin: 1em 0px 0px; padding-left: 30px;"><span>If you want to survive and thrive you have to have that flexibility, versatility to be able to do it impromptu and own it. It’s hard to train for that. There’s a sort of indescribable something—you know it when you see it. It just happens to be a characteristic that many English Language Fellows share.&nbsp;</span></p>
392. <img alt="" class="size-full wp-image-13008 aligncenter" src="http://elprograms.org/content/uploads/2018/03/pj3.jpg" height="262" srcset="https://elprograms.org/content/uploads/2018/03/pj3.jpg 724w, https://elprograms.org/content/uploads/2018/03/pj3-300x109.jpg 300w" sizes="(max-width: 724px) 100vw, 724px" style="height: auto; margin: 1em 0px 0px; border: 0px; width: 100%;" /></div>]]></description>
393. <category>News</category>
394. <pubDate>Wed, 7 Mar 2018 15:10:44 GMT</pubDate>
395. </item>
396. <item>
397. <title>Welcome New Members! October to December, 2017</title>
398. <link>https://www.englishusa.org/news/378666/</link>
399. <guid>https://www.englishusa.org/news/378666/</guid>
400. <description><![CDATA[<p>Please welcome the newest EnglishUSA member programs: </p>
401. <p>Manhattan Language, New York, New York<br />
402. English as a Second Language Program, Duquesne University, Pittsburgh, Pennsylvania<br />
403. Intensive English Language Program, Community Colleges of Spokane, Spokane, Washington<br />
404. Atlantis Language Institute, Miami, Florida </p>
405. <p> </p>
406. <p>And our newest Associate members: </p>
407. <p>Emmersion Learning, Lehi, Utah, <a href="http://emmersionlearning.com">http://emmersionlearning.com </a></p>
408. <p> </p>]]></description>
409. <category>EnglishUSA News</category>
410. <pubDate>Thu, 14 Dec 2017 15:58:01 GMT</pubDate>
411. </item>
412. <item>
413. <title>IIE Releases Open Doors 2017 Data</title>
414. <link>https://www.englishusa.org/news/374146/</link>
415. <guid>https://www.englishusa.org/news/374146/</guid>
416. <description><![CDATA[<p>U.S. Hosts More Than A Million International Students for the Second Consecutive Year; International Student Enrollment Shows Signs of Flattening While Study Abroad by U.S. Students Is On the Rise</p>
417. <p>NEW YORK, November 13, 2017—According to the 2017 Open Doors® Report on International Educational Exchange data released today by IIE and the U.S. Department of State Bureau of Educational and Cultural Affairs, the number of international students in the United States increased by three percent over the prior year, and the number of American students studying abroad increased by four percent from the prior year.</p>
418. <p><a target="_blank" href="https://www.iie.org/Why-IIE/Announcements/2017-11-13-Open-Doors-Data">For complete article:&nbsp; https://www.iie.org/Why-IIE/Announcements/2017-11-13-Open-Doors-Data</a></p>]]></description>
419. <category>News</category>
420. <pubDate>Mon, 13 Nov 2017 16:05:36 GMT</pubDate>
421. </item>
422. <item>
423. <title>Welcome New Members! July to September, 2017</title>
424. <link>https://www.englishusa.org/news/367634/</link>
425. <guid>https://www.englishusa.org/news/367634/</guid>
426. <description><![CDATA[<p>Please welcome the newest EnglishUSA member programs: </p>
427. <p> National University Language Institute, San Diego, California <br />
428. Educational and Cultural Interactions (ECI), Irving, Texas<br />
429. Lipscomb University EAP Program, Nashville, Tennessee <br />
430. Intensive American Language Center - Tri-Cities, Richland, Washington<br />
431. Intensive English Program, Appleton, Wisconsin<br />
432. Divine Word College, Epworth, Iowa<br />
433. ESL Institute at the University of Tennessee at Chattanooga, Chattanooga, Tennessee </p>
434. <p>And our newest Associate members: </p>
435. <p>Trinity College London, London, United Kingdom, <a href="http://www.trinitycollege.com">www.trinitycollege.com</a><br />
436. Voxy, Mission Viejo, California, <a href="http://www.voxy.com">www.voxy.com</a> </p>]]></description>
437. <category>EnglishUSA News</category>
438. <pubDate>Wed, 27 Sep 2017 17:40:56 GMT</pubDate>
439. </item>
440. <item>
441. <title>NAFSA Awards Bill Wallace Annual Award for Outstanding Contributions to Int&apos;l Enrollment Management</title>
442. <link>https://www.englishusa.org/news/354508/</link>
443. <guid>https://www.englishusa.org/news/354508/</guid>
444. <description><![CDATA[<p>The International Enrollment Management (IEM) Knowledge Community (KC) addresses the needs of international education professionals working in admissions, recruitment, enrollment management, marketing, credential evaluation, intensive English programs, sponsored program administration, and overseas advising. This community provides its members with leading-edge knowledge and resources. </p>
445. <p>The Annual Award for Outstanding Contributions to International Enrollment Management (IEM) honors a NAFSA member who has made exemplary contributions to the field of IEM. Nominees must demonstrate a willingness to share knowledge, skills, and expertise with colleagues. They will have made exemplar contributions to the field in a variety of ways, including resource development, training, leadership, advocacy, and mentoring for a minimum of 10 years. </p>
446. <h2 class="clearl">2017 - Bill Wallace, University of Alabama</h2>
447. <p><img alt="" style="float: left; margin-right: 4px;" class="graphicl border" src="http://www.nafsa.org/_/Image/_/bill_wallace_100x140.jpg" />Dr. Wallace has been in the ESL field since 1978 and is currently the director of the University of Alabama English Language Institute and VP Elect for Advocacy on the EnglishUSA Executive Board.</p>
448. <p>At the University of Alabama, he has been a strong advocate for internationalizing the campus and supporting the successful transition of English Language learners to full time degree-seeking study through pathways and conditional admissions programs he initiated. He created a study center to foster persistence and independent learning for students and his vision has made University of Alabama’s ELI a world-class intensive English program where international students feel welcomed, supported, integrated, and celebrated.</p>
449. <p>In addition to his leadership at the University of Alabama, he has also served in various leadership roles in a broad spectrum of professional associations such as NAFSA, UCIEP, CEA, TESOL, AAIEP to name a few. He has served as mentor to many IEM Professionals and have worked tirelessly to advocate for international students, and to advance the ESL profession. </p>
450. <p><strong>Words from his nominees</strong>:<br />
451. “Within international education as a whole, he has become a go-to resource and inspiration for other administrators. He is the model for cultivating relationships with government sponsors and organizations all over the world.”</p>
452. <p>“Dr. Wallace has earned deep respect in our field; furthermore, he has instilled energy and motivation in those who have witnessed his long-term commitment and unending perseverance. He has proven to us all that he is a humble leader with far-reaching vision who can bring a concept to life and then be found in the trenches contributing to do the work at hand.</p>
453. <p>For complete article, please <a target="_blank" href="http://www.nafsa.org/About_Us/About_NAFSA/Awards/The_Annual_Award_for_Outstanding_Contributions_to_International_Enrollment_Management/">click here</a>.<br />
454. </p>]]></description>
455. <category>News</category>
456. <pubDate>Mon, 26 Jun 2017 23:18:18 GMT</pubDate>
457. </item>
458. <item>
459. <title>SEVIS Data Points to Declining Enrollments From Key Countries (06/6/2017)</title>
460. <link>https://www.englishusa.org/news/351403/</link>
461. <guid>https://www.englishusa.org/news/351403/</guid>
462. <description><![CDATA[<strong>Ever since the presidential election last November,</strong> the U.S. higher education community has&nbsp;monitored how the Trump presidency will affect&nbsp;international student flows&nbsp;to the United States. Five months into the new presidential administration, data from SEVIS and other sources provide early insights into&nbsp;the impact of the “Trump effect.”&nbsp; <a target="_blank" href="http://wenr.wes.org/2017/06/sevis-data-points-to-declining-enrollments-from-key-countries?utm_source=activedemand&amp;utm_medium=email&amp;utm_campaign=ActiveDEMAND+Campaign+11917&amp;sid=177685444">Read more here.</a>]]></description>
463. <category>News</category>
464. <pubDate>Thu, 22 Jun 2017 20:03:14 GMT</pubDate>
465. </item>
466. <item>
467. <title>Agent use among US HEIs doubles in five years, survey shows</title>
468. <link>https://www.englishusa.org/news/351407/</link>
469. <guid>https://www.englishusa.org/news/351407/</guid>
470. <description><![CDATA[The number of US institutions using education agencies to recruit undergraduate and graduate students has more than doubled in the past five years, according to a survey from the American Council on Education. <a target="_blank" href="https://thepienews.com/news/agent-use-among-us-heis-doubles-in-five-years-survey-shows/">Read More Here.</a>]]></description>
471. <category>News</category>
472. <pubDate>Mon, 19 Jun 2017 20:10:54 GMT</pubDate>
473. </item>
474. <item>
475. <title>US ELT enrollment down sharply in 2016</title>
476. <link>https://www.englishusa.org/news/348576/</link>
477. <guid>https://www.englishusa.org/news/348576/</guid>
478. <description><![CDATA[The latest survey of Intensive English Programmes in the US finds that student numbers declined 19% in 2016, and student weeks by 23%. <a href="http://monitor.icef.com/2017/05/us-elt-enrolment-sharply-2016/">Read More</a>.&nbsp;]]></description>
479. <category>News</category>
480. <pubDate>Mon, 5 Jun 2017 20:36:02 GMT</pubDate>
481. </item>
482. <item>
483. <title>SEVP Leadership Change (May 15, 2017)</title>
484. <link>https://www.englishusa.org/news/346035/</link>
485. <guid>https://www.englishusa.org/news/346035/</guid>
486. <description><![CDATA[<p>To view the message from Clark Settles, Assistant Director, National Security Investigations Division regarding SEVP Leadership Change, please click here:<a target="_blank" href="https://www.englishusa.org/resource/resmgr/News/SEVP_Leadership_Change.pdf">&nbsp; SEVP Leadership Change</a></p>
487. <p>&nbsp;</p>]]></description>
488. <category>News</category>
489. <pubDate>Thu, 18 May 2017 20:32:39 GMT</pubDate>
490. </item>
491. <item>
492. <title>Agents speak: how do student visa processes compare?</title>
493. <link>https://www.englishusa.org/news/345188/</link>
494. <guid>https://www.englishusa.org/news/345188/</guid>
495. <description><![CDATA[<p><span style="font-size: 12px;">From the PIE News</span><small><span style="font-size: 12px;"><span style="font-size: 12px;" class="sep"><br />
496. Posted on </span><time class="entry-date" datetime="2017-05-12T13:46:33+00:00">May 12, 2017</time> <span class="sep"> by </span> </span><span class="author vcard"><span style="font-size: 12px;">Sara Custer</span></span></small></p>
497. <p><small><span class="author vcard">Negotiating student visa applications is an ominous task. With foreign governments requiring evidence of financial background, letters of intent, biometric data and credibility interviews, an application takes months to prepare, followed by usually weeks of waiting for the decision.</span></small></p>
498. <p><small><span class="author vcard">Like it or not, visa processing carries weight when students are choosing study destinations; they know it can often be a subjective decision, and rumours swirl among peer groups about how likely a visa rejection might be.<br />
499. <br />
500. A country’s immigration policy, local press coverage and its reputation in their homeland all affect students’ feelings on visa processing, says George Burke, international admissions and recruitment specialist at the University of Albany SUNY in the US.</span></small></p>
501. <p><small><span class="author vcard">For the full article, please visit:&nbsp; <a target="_blank" href="https://thepienews.com/analysis/international-student-visa-application-usa-uk-australia-canada-china/">https://thepienews.com/analysis/international-student-visa-application-usa-uk-australia-canada-china/</a><br />
502. </span></small></p>]]></description>
503. <category>News</category>
504. <pubDate>Fri, 12 May 2017 22:57:10 GMT</pubDate>
505. </item>
506. <item>
507. <title>End of Brazil&apos;s scholarship an opportunity for agents</title>
508. <link>https://www.englishusa.org/news/345185/</link>
509. <guid>https://www.englishusa.org/news/345185/</guid>
510. <description><![CDATA[<p>From ST Magazine<span><br />
511. By <a href="mailto:matthew@studytravel.network" target="_blank">Matthew Knott</a><br />
512. News Editor<br />
513. 12:24 | 10 May 2017</span></p>
514. <p>Brazil's Ministry of Education has formally announced that the Science without Borders study abroad scholarship will be ceased, two years after the programme was suspended, with Brazilian agents now eyeing more opportunities in privately funded higher education programmes.<br />
515. <br />
516. In a statement issued last month, the Ministry said that after evaluation of the graduation rates, the costs of the scheme were considered too high. It highlighted that the budget was equivalent to the cost of providing school meals for 39 million students in Brazil.<br />
517. <br />
518. "The current management found the programme with high debts left by the previous government. Students were abroad without resources. The first and immediate priority of the current management was to guarantee financial resources to honour the commitments made with the scholarship holders so as not to harm them," the Ministry said, explaining that around 4,000 students were currently still overseas under the Science without Borders project.<br />
519. <br />
520. The Ministry added that the CAPES scholarship system remained open for funding for postgraduate and doctoral overseas study.<br />
521. <br />
522. Maura Leão, President of Brazilian agency association Belta and President of the global Federation of Education and Language Consultant Associations (Felca), said the scheme, which mostly operated on an institution-to-institution basis, had nonetheless ignited an interest in higher education overseas, and the agency sector now had a chance to grow this business strand.<br />
523. <br />
524. "For agencies we have now an opportunity to develop our higher education departments in a deeper way, once this programme has raised awareness among Brazilian students of the possibilities of going abroad for higher education. Even for those who are planning to go to a local university, they see an option to study abroad for a semester or longer."<br />
525. <br />
526. She said that would require a lot of knowledge from consultants, a well-organised service and strong partnerships with institutions.<br />
527. <br />
528. Maura suggested that some of the failings of the scholarship system could be addressed by the agency sector to ensure a successful study abroad experience.<br />
529. <br />
530. "Consultants can properly screen the candidates according to their skills, language levels and financial capability and help them find the right choice of course at the right higher education institution. Consultants can help students find scholarships and have them on the right track. Unfortunately this was not done before and many students would go abroad without any previous language knowledge, which is mandatory to be successful in programmes such as these. Now there is an opportunity for agents to do this properly to help candidates be successful to be accepted."<br />
531. <br />
532. The full-year Belta member data for 2016 is due to be released soon, but Maura said there had generally been more enquiries about university study abroad since the scholarship was suspended.<br />
533. <br />
534. "More international institutions are approaching the market, promoting their universities. Many are doing this only through agents and investing a lot in their knowledge and training. Agents know the market and the local language of the decision makers," she added.<br />
535. <br />
536. The association is holding an International Education Forum later this month, with higher education among the topics on the agenda.<br />
537. <br />
538. </p>]]></description>
539. <category>News</category>
540. <pubDate>Fri, 12 May 2017 22:52:35 GMT</pubDate>
541. </item>
542. <item>
543. <title>Agent Commission Debate Reopens in the US</title>
544. <link>https://www.englishusa.org/news/340614/</link>
545. <guid>https://www.englishusa.org/news/340614/</guid>
546. <description><![CDATA[<a href="http://www.studytravel.network/magazine/news/MSCHE_agent_commission_ban_proposal?utm_source=Service+Providers+08+02+2016&amp;utm_campaign=71bb633d69-EMAIL_CAMPAIGN_2017_04_13&amp;utm_medium=email&amp;utm_term=0_9648d428f4-71bb633d69-99790641">Agent Commission Debate Reopens in the US</a> (Study Travel, April 13, 2017)]]></description>
547. <category>News</category>
548. <pubDate>Fri, 14 Apr 2017 16:46:28 GMT</pubDate>
549. </item>
550. </channel>
551. </rss>
552.  

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