Language testing for education
One of the most frequent needs of international students is to have their linguistic abilities in their chosen language of study validated. For example, candidates choosing to do their studies in English should prepare for the following tests:
- Test of English as a Foreign Language (TOEFL)
- English Test for Academic and Professional Purposes (ETAPP)
- International English Language Testing System (IELTS) Academic
- Cambridge English Language Assessments (CELA) (formerly Cambridge ESOL) or Pearson Test of English (PTE) Academic
If you have to take one of these tests, we strongly recommend that you contact the management of ELADO to begin appropriate preparations for a successful university career.
Beginner level
- you must take the CELPIP-General test
- we don’t accept the General-LS test for Express Entry
- you must take the General Training option
- we don’t accept the Academic option for Express Entry
Learners at the beginner level can partially understand speech that deals with concrete and routine topics and is delivered slowly and clearly in standard speech. Can make themselves understood in short contributions, even though pauses and false starts are very evident. Can talk about their routine activities and handle a simple question-and-answer exchange. Have sufficient basic vocabulary and grammatical structures to conduct routine transactions involving familiar situations and topics. Use structures and vocabulary borrowed from another language, which can interfere with the clarity of the message. Have pronunciation that requires close attention from the listener, but there are no long stretches that are unclear.
Intermediate level
The intermediate level requires comprehension of most texts of a descriptive or factual nature on topics related to university or post-secondary studies.
Persons reading at this level can:
- grasp the general meaning of most texts
- identify specific details in them.
The intermediate level in grammar aims to develop the ability to write short descriptive or factual texts in the second language, and to master grammar and vocabulary to deal with explicit information on study-related topics.
Students at the intermediate level can understand the main points of clear standard speech that deals with concrete work-related topics and is spoken in standard dialect at normal speed. Can give a simple description of a concrete topic and explain main points of a speech comprehensibly. Can compare and discuss alternatives when complications arise. Can speak with some spontaneity, although pauses for grammatical and lexical planning and repair are evident in longer stretches. Have sufficient vocabulary and a variety of simple grammatical structures to handle concrete, non-routine situations and topics. May be miscommunicating in some areas, but most stretches are clear. Have pronunciation that is generally clear enough to be understood, despite an evident accent from another language. Will at times be asked by the listener to repeat or clarify.
Advanced level
The advanced level of reading comprehension is the level of skill required to understand texts that deal with a wide variety of topics needed to undertake post-secondary or university studies.
Persons reading at this level can:
- grasp the greater part of complex details, recognize allusions and inferences;
- understand the gist of texts dealing with specialized or less familiar questions;
- distinguish between main, secondary and tertiary ideas.
The advanced level in grammar allows one to acquire the ability to write descriptions and explanations on a variety of formal and informal situations related to university studies, and to write texts in which the ideas are developed and presented coherently using vocabulary, spelling and grammar that are generally appropriate and require few corrections.
The advanced level in oral proficiency allows for the understanding of linguistically complex speech that deals with topics related to university studies and is spoken in standard dialect at normal speed. Persons at this level can give clear, detailed descriptions of complex topics and can summarize reading, research or a discussion. Can express and sustain opinions and respond to complex and hypothetical questions. Have a fairly natural and even delivery, with occasional hesitations, but most hesitations are to look for ideas. Have a broad range of vocabulary and structures allowing them to talk about complex and abstract topics, with a relatively high degree of control. Make errors, but these rarely lead to misunderstanding. Have pronunciation that is clear, even if an accent from another language is noticeable. Have occasional mispronunciations but they rarely interfere with communication.
Modules and programs
This program is made up of intensive courses lasting six to nine months. Their average duration is 700 to 1,000 hours spread over 10 modules for the individual or group courses:
Individual and group courses
- Module 1 = Beginner 1: 100 hours
- Module 2 = Beginner 2: 100 hours
- Module 3 = Beginner 3: 100 hours
- Module 4 = Intermediate 1: 100 hours
- Module 5 = Intermediate 2: 100 hours
- Module 6 = Intermediate 3: 100 hours
- Module 7 = Advanced 1: 100 hours
- Module 8 = Advanced 2: 100 hours
- Module 9 = Advanced 3: 100 hours
- Module 10 = International test simulations: 100 hours
Program and approaches
- A customized program that meets the specific needs of international students and is adapted to their learning styles
- An approach that follows the adult education guidelines
- A communicative approach centred on test-related activities
- A socio-cognitive and socio-constructive approach
- An approach centred on the client and his or her linguistic deficiencies
- Special emphasis on success strategies
- Personalized instruction adapted to the learner’s needs.
Basically, our Metacognitive Accommodation Service takes account of:
- the results of the learner’s diagnostic assessment;
- the learner’s learning style;
- the learning mechanism best adapted to the learner’s profile;
- the technological mediation best adapted to the learner’s profile;
- the use of auditory and visual media;
- a metacognitive approach based on learning through awareness.
Exam Preparation Service (EPS)
This service is reserved for all students preparing to take language skills examinations. Conscious of issues related to stress management and the subsidiary consequences of examinations, ELADO prepares its learners to deal with language examinations with greater calmness, serenity and peace of mind. As Bergeron says, you cannot be effective unless you are happy.
Metacognitive Accommodation
Ten percent of students in North America have serious learning problems, including various learning disorders and disabilities, ADD (attention-deficit disorder), ADHD (attention-deficit hyperactivity disorder), and pervasive developmental disorders (including autism). In the latter case, students need special treatment.
To offer each of these students the chance to succeed and grow in a warm environment based on support for learning and on personal and academic development, ELADO has assembled a team of teachers and academic advisors who take an interest in learning problems.
Our learning advisors conduct evaluations to determine the student’s learning objectives. We employ standardized tests to identify each student’s strengths, weaknesses and needs. Analysis of the results is followed by development of a learning program and an approach that is flexible and adapted to the learner in difficulty. All students have the ability to learn and succeed, provided their problems are detected in time and intervention is started as soon as possible. Contact us at: admin@elado.ca
