As a lifelong learner, you are aware of the challenges of learning a second language.  Add to that challenge the mastery of new concepts in a new language and missing your home.  It is indeed a daunting goal to master  a new language and culture.  At entry and intermediate English proficiency categories, adjustments often need to be made to the volume of work so students can process ideas and concepts. Basic Interpersonal Communication Skills (BICS) are learned within two years while Cognitive Academic Language Proficiency Skills (CALP) take five to seven years. (Cummins, 1980)

Listening
Everyday events will be understood LONG before academic information.  (BICS)

Reading
Often the student needs to read the work silently, re-word it in his native language to confirm the concept or information and then flip back into simpler English. 

Vocabulary
The difficult task of learning new words…and then their usage and nuances is a great challenge.  Testing in TPI is often needed for explanation of vocabulary.

Speaking
Since a student needs to produce (express) rather than receive, it’s more difficult than reading or listening.  The student needs to listen to a question, process that question in his native tongue and then search for English words before responding.  All of that takes time!  Even if the student understands the question, many feel awkward about their accents or broken English.  In Asia, students do NOT participate in class, so for many talking out loud has been forbidden.  A student who is hesitant to read aloud during class can be supported by letting him know the passage to be read in advance so he can practice.  Similarly, questions given to the student in advance allow familiarity and practice before the pressure of class presentation.

Writing
Entry students dictate their ideas to an American to record them.  Most intermediate students conference with TPI staff  to understand the assignment before drafting independently.  TPI staff polishes and edits with the student and note this support on the student's paper.

Testing
In a testing situation an entry or intermediate student needs a different style of support than do Ed Services students because of the processing between the two languages. Therefore, it is rarely appropriate for these students to be supported through Ed Services even though it may be convenient.  

American testing is unique. Other countries follow different procedures.  Europeans do not test in each course but take huge essay exams periodically throughout their high school years.  Objective tests and scantrons are new to many.  In Korea and China, students take quarter and final essay exams.  In Japan all testing is fill in the blank.  Therefore, TPI encourages most language-based testing to occur in TPI Resource.

Semester Exams
These may need to be adjusted to reflect support needs: e.g. reduced volume, vocabulary level and testing situation.