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Our Vision

ACE is committed to the success and well-being of every student and child. We must give our learners the tools they need to reach their full potential.

English classes are offered at 5 levels:

  • Low Beginners
  • High Beginners
  • Low Intermediate
  • High Intermediate
  • Advanced.

Young Learners

Mr. Moigu gave his final comments to all the contestants, parents and teachers about learning English as a tool to find out about other subjects such as information technology, science and literature. English is a language that everyone would use all their lives for work, studies and everyday use. Congratulations to all the contestants of Erlass English Speech Contest 2015!

Children are natural learners because they are curious. Young children learn through their senses, by seeing, hearing, touching and smelling. In short, children learn by experimenting with the information they receive.

Preadolescence and adolescents, on the other hand, although still curious, find learning rewarding and enjoyable when they are challenged (there is a competitive element involved), when they have to solve problems (showing that they “can do it”) and when they can see the practical application of what they are learning (using information in real life). Teachers of any subject have the responsibility to create a learning environment that nurtures and supports this rewarding and enjoyable experience.

A balanced learning environment requires teachers not only to recognize individual needs and to challenge all young learners, but also to foster the development of positive self-esteem. Self-esteem is the foundation upon which we build the rest of our lives. The term self-esteem comes from a Greek word meaning “reverence for self.” In childhood and adolescence, self-esteem is developing, thus, in every aspect of the learning process there is the potential to damage, maintain or increase self-esteem. Teachers of all sorts have a strong influence upon young learners’ self-esteem.

Young learners’ instruction must be developmentally appropriate and learner-centered. All instruction must be tailored to the needs and characteristics of individual learners, and must take into account the influence of social relationships on the learners’ adjustment. Therefore, learning tasks should aim to build skills and increase competence by providing opportunities to participate in various types of activities that promote interaction with peers and with other speakers of the foreign language.

In conclusion, extensive research shows that learner-centered contexts yield enhanced learning, social and emotional outcomes. Teachers must be aware of and constantly assess young learners’ cognitive and meta cognitive development; the affective, motivational, developmental and social aspects of learning; individual differences in learning strategies; and last, but not least, how these factors relate to the learners' cultural and social backgrounds.

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Young learners have specific needs, abilities, characteristics and interests which are different from those of adult learners.

Teaching English as a foreign language to young learners requires an understanding of their cognitive development and specific abilities, as well as of their emotional, social and physical needs.
It is also important to understand that all of these features are interwoven.

Classes are age and level based and a variety of times and levels are available.

American Council of English teachers will provide a varied array of learning activities that are relevant to the learners’ needs and interests and which are tailored to fit different developmental levels. Such activities will foster social interaction and the learners’ communicative ability to function in a globalized world. In addition, these activities will allow the teacher to assess the learners’ development and progress, as well as their need for individualized help.