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TAMPA LANGUAGE CENTERINTENSIVE ENGLISH PROGRAM STUDENT HANDBOOKUpdated August 2019Table of ContentsTampa Language Center Student HandbookIntroduction: Welcome, Institutional Information, Description of the Institute 3Mission Statement, Services Offered, Accreditation, Faculty 4Academic Calendar, School Holidays 5-6Programs of Study, Curriculum 7Length and Structure of Program 7 Tampa Language Center Proficiency Scale 8-24 Student Achievement, Progression to the Next Level, Grading Policy 24-25 Policies and Procedures, Tampa Language Center Refund Policy, Confidentiality Policy, Internet Policies and Procedures, Electronic Communication Policy 25-27 Student Life, Student Complaints, Housing 27-29 Student Services, Health Insurance, Facility, Equipment, and Supplies 29-31Student Expectations, Attendance, Communication, Respect for Others 31-32Information for International Students (F-1 Visa) 33-41Community Resources, About Tampa, Location 42-43 Dear Student,Welcome to Tampa Language Center!This student handbook contains important information about the services available to you here, as well as the rights and responsibilities expected of you as a member of our learning community. We ask that you read this handbook. ?The institution has copies onsite for reference at any time and it is always available on our website. ?The policies and procedures contained in this handbook are written to help you to achieve your goal of learning another language, and to make the process of learning easy, fun, and rewarding.Sincerely,Mahmoud ElbaradeyOwnerTampa Language CenterINSTITUTIONAL INFORMATIONName of School: Tampa Language CenterOwner: Mr. Mahmoud ElbaradeyE mail: info@Web Site: Phone: +1 (813) 988 – 7900Fax: +1 (813) 980 – 3751Address: 9309 N. Florida Avenue, Suite 109, Tampa, FL ?33612DESCRIPTION OF THE INSTITUTETampa Language Center, founded in 1988, has been offering its services for over thirty years. The institute operates and offers courses at one site only. All classes and administrative functions occur at our Tampa location. We have students of all ages from countries all over the world. Approximately 80 students per quarter attend classes at Tampa Language Center.MISSION STATEMENTThe mission of Alex EDU LLC., DBA Tampa Language Center, established in 1988, is to provide high-quality English language instruction in a positive, culturally-sensitive environment and to equip students with knowledge, skills, and experiences that help them achieve their personal and academic goals. SERVICES OFFEREDTOEFL and IELTS test preparationEnglish as a Second Language, all levelsBusiness English, Advanced Writing, and Prepositions and Idioms for advanced studentsCertified to issue F-1 (I-20) VisasACCREDITATIONTampa Language Center is accredited by the Commission on English Language Program Accreditation (CEA) for the period August 2019 through August 2020 and agrees to uphold the CEA Standards for English Language Programs and Institutions. CEA is recognized by the U.S. Secretary of Education as a nationally recognized accrediting agency for English language programs and institutions in the U.S. For further information about this accreditation, please contact CEA, 1001 N. Fairfax Street, Suite 630, Alexandria, VA 22314, (703) 665-3400, cea-. You can see the standards for accreditation here: You can email any questions, concerns, or complaints to this email address: info@cea-Only our Intensive English Program falls under the CEA accreditation!FACULTYTampa Language Center employs instructors who, at a minimum, have earned a Bachelor’s Degree from an accredited post-secondary institution and who demonstrate excellent proficiency in the language they are teaching. Teachers are also TEFL, TESOL, or TESL certified. The faculty is fully trained to meet and exceed the requirements of the curricula. All instructors have experience living in other countries, and they understand the process of learning a new language and adjusting to a new culture. They take personal interest in the success of their students.ACADEMIC CALENDAR 2019Beginning date of first quarter ??? January 8Ending date of first quarter ?? ????? ? April 4Beginning date of second quarter ?????? ?? April 9Ending date of second quarter ?????????????????June 27Beginning date of third quarter ?????????????????July 9Ending date of third quarter ???????? September 26Beginning date of fourth quarter ????????????? October 1Ending date of fourth quarter ????????? December 19SCHOOL HOLIDAYS 2019January 21 ???????? ?Martin Luther King, Jr. DayMarch 18 - 23 Spring BreakApril 19 – 21 Good Friday/Saturday of Glory/EasterMay 27 ????????????????????????????????????? Memorial DayJuly 1 - July 7 ???????????Independence Day BreakSeptember 3 ??????????????????????? Labor DayNovember 28 – December 1 ? Thanksgiving BreakDecember 20, 2019 – January 5, 2020 ????????? Winter BreakACADEMIC CALENDAR 2020Beginning date of first quarter ??? January 7Ending date of first quarter ?? ?????? April 2Beginning date of second quarter ???????? April 6Ending date of second quarter ?????????????????? June 25Beginning date of third quarter ???????????????????July 7Ending date of third quarter ???????? September 24Beginning date of fourth quarter ????????????? September 28Ending date of fourth quarter ????????? December 17SCHOOL HOLIDAYS 2020January 20 ???????? ?Martin Luther King, Jr. DayMarch 15 – March 22 Spring BreakApril 10-12 Good Friday/Saturday of Glory/EasterMay 25 ????????????????????????????????????? Memorial DayJune 26 - July 6 ??????????? Independence Day BreakSeptember 28 ???????????????????? Labor DayNovember 26 - 29 ???????? ?Thanksgiving BreakDecember 20, 2020 – January 4, 2021 ????????? Winter BreakPROGRAMS OF STUDYCURRICULUMAll programs are postsecondary and the curricula are designed to serve the needs of the students. The ESL Program is designed for non-native speakers where English is a secondary language. Quarterly instruction sessions (12 weeks long) are offered on a continuous basis during the calendar year (January to December).An intensive English as a Second Language Program of 20 hours of training per week is offered to both international and non-international students. International students must study all 20 hours whereas non-internationals may take fewer courses.Tampa Language Center follows the proficiency guidelines of the CEFR. Student academic placement is based upon their proficiency level as determined by the Oxford Online Placement Test, which uses the CEFR scale. Courses are designed to meet students’ goals with content tailored to one of seven proficiency levels. ESL Courses Offered at Tampa Language CenterSpeaking & Listening: ?Levels 1 - 6Vocabulary & Reading: Levels 1 - 6Grammar & Writing: Levels 1 -6Advanced Writing 6+Prepositions and Idioms 6+Business English 6+TOEFL iBT Test Preparation 5 – 6+IELTS Test Preparation 4 – 6+LENGTH AND STRUCTURE OF PROGRAMThe academic calendar consists of four quarters. Quarterly instruction sessions are offered on a continuous basis during the academic calendar year (January to December). Each quarter is twelve weeks long.An intensive English as a Second Language program of 20 hours of training per week is offered to both international and non-international students. International students are required to study 20 hours per week and to register for a minimum of three months, and non-internationals are not.Our English program has seven different levels. Students must demonstrate proficiency in Listening, Speaking, Reading, Vocabulary, Writing, and Grammar in order to progress to the next level. Students are encouraged to start classes on the first day of the quarter. International students may enroll for classes up to two weeks into the quarter. After the second week, international students desiring language training must wait until the next quarter. Non-International students may start at any time within the first 8 weeks of the quarter, provided space is available. Private classes may begin at any time during the quarter.TAMPA LANGUAGE CENTER PROFICIENCY SCALE Level 1Learners completing Level 1 should be able to:Speaking and Listening:Identify and list the letters of the alphabet accurately.State and spell his/her first and last name correctly.Identify and use simple numbers (1-1,000) in everyday conversations (for example in prices or telephone numbers).Ask and tell the time and date using cardinal and ordinal numbers.Use basic greetings and farewells (i.e. “Hello”, “Good morning”, “How are you?”, “Good-bye”, etc.) in conversation.Use polite expressions / expressions of courtesy (i.e. “excuse me”, “sorry”, “please”, “thank you”) in conversation.Ask for and respond to requests for clarification (i.e. “I don’t understand. Can you repeat that, please?” or “I’m sorry, can you say that again?”).Ask and answer simple personal Yes/No and Wh- (information) questions about self, family members and friends (name, age, address, telephone number, nationality, hobbies, etc.)Communicate basic emotions and needs especially related to health, well-being, and safety by understanding and responding to various questions (i.e., “How do you feel?”, “What’s wrong?”, etc.) Ask and answer simple Yes/No and Wh- (information) questions about where he/she lives (city, neighborhood, type of housing, rooms, furniture, etc.)Answer simple Yes/No and Wh- (information) questions about an unfamiliar or imaginary person or situation after listening to an audio tape or conversation.Recognize short emergency warnings.Vocabulary and Reading:Read aloud simple classroom instructions and demonstrate understanding of very simple instructions if they are supported by pictures.Identify the letters of alphabet in print and use them to spell vocabulary words accurately.Read printed times and amounts of money using the cardinal numbers 1-1,000.Name the days of the week, months of the year, and ordinal numbers 1-31 and use them to read dates accurately.Identify primary family members in “family tree” pictures and readings. Name common animals, especially with visual support.List common careers/occupations in English.Use simple personal information words to comprehend basic written personal details (e.g., name, address, date of birth).Recognize names, sight and high frequency words, and simple phrases and use them to understand very simple sentences, especially with visual support.Use a very basic repertoire of sight and high frequency words and simple phrases to communicate about self, family, and simple everyday situations.Identify common parts of the body and articles of clothing, including their color, especially with visual support. Describe the rooms of a house and the common items found in each room (e.g. bedroom: bed, dresser, mirror, closet, etc.).Demonstrate recognition of survival signs with a symbol and/or 1-2 words (i.e., “station”, “no parking”, “no smoking”, “keep left”, etc.).Distinguish basic punctuation marks, such as: the period, comma, apostrophe, question mark, and exclamation point in written texts.Grammar and Writing:Write prices, times, and dates using “It’s” with numbers (cardinal and ordinal).Describe the weather using “It’s…”.Complete simple forms which require biographical/personal information (e.g., full name, date of birth, nationality). Create lists (grocery items, ingredients, packing list, etc.) using nouns (singular/plural and count/non-count) and articles.Write instructions (i.e., chores, a simple recipe, etc.) using imperatives (affirmative and negative).Depict his/her home (neighborhood, rooms, furniture, etc.) using “There is / there are”, descriptive adjectives and prepositional phrases (i.e., in, on, at, behind, next to, across from).Describe self and family members using subject pronouns (e.g., I, he, she, they, etc.), the verbs “to be” and “to do” (affirmative and negative forms),descriptive adjectives, the possessive “’s”, and possessive adjectives (e.g., my, your, her, our). Describe the people, animals, and activities in pictures using demonstratives and the present continuous.Formulate present tense Wh- questions (e.g., Who, What, When, Where, Why, How) and Yes/No questions (e.g., Is/Are…..? or Do/Does……?).Ask and respond to personal Wh- and Yes/No questions in an interview or role play, including providing information about likes and dislikes.Indicate routine schedules in the simple present, using simple frequency adverbs (e.g., always, sometimes, never) and prepositions of time (e.g., in, on, at). Level 2In addition to demonstrating the abilities from the previous level, learners completing Level 2 should be able to:Speaking and Listening:Use simple structures and polite forms (i.e., “please”, “sorry”, “thank you”, etc.) to greet and start a conversation, introduce oneself or someone else, ask how someone is, react to the response, and take leave from the conversation.Follow and give directions.List routine activities, including the times they take place.Describe and effectively listen to others describe themselves, their family members, or other people.Describe and effectively listen to others describe objects or possessions (e.g. color, size, quantity, price, etc.)Use time expressions (i.e. “last Tuesday”, “in March”, “one o’clock”, etc.) effectively to signal differences between present, past, and future events in oral discourse.Formulate and respond to simple past, present, and future tenseY/N and Wh-questions related to basic needs, feelings, and requests using previously learned phrases or simple sentences.Ask and respond to questions about personal interests and preferences (i.e., hobbies, abilities, country of origin, current residence, etc.).Relate personal, familial, or employment information in a simple and direct exchange in person or on the telephone.Identify the main idea of non face-to-face speech in familiar contexts (i.e., radio, television, phone conversations, etc.).Vocabulary and Reading:Demonstrate comprehension of short, simple directions (e.g. how to go from X to Y, how to use an ATM, etc.).Recognize vocabulary words in familiar contexts, such as: traffic signs, store ads, fast food menus, labels, product names, workplace signs, instructions, and other signs that can appear in social settings.Use bottom-up reading strategies, such as phonics decoding, to interpret isolated words and phrases in reading passages. Identify the most important information in posters, advertisements, information leaflets, webpages, catalogues, timetables etc.Read short, simple greetings and messages (e.g. birthday cards, party invitations, SMS phone messages, etc.) and respond appropriately.Use top-down reading strategies such as making predictions to construct meaning from texts.Read and demonstrate understanding of very short, simple texts that contain familiar names, sight words, high frequency General Service words and basic phrases.Demonstrate comprehension of the main points in short, simple, everyday stories, especially if there is visual support.Grammar and Writing:Complete a form with personal information (name, nationality, address, age, date of birth or arrival in the country, etc.).Give directions using simple prepositions of time and place (e.g., in, on, at, next to, on the right, etc.).Describe neighborhoods and houses using articles, countable and uncountable nouns, “there is/there are”, indefinite articles (some/any) and adjectives (much/many). Write WH- and Yes/No questions and responses (affirmative and negative) in the simple present tense about people, places, and things.Identify activities going on in the classroom/school or a picture using the present continuous.Write WH- and Yes/No questions and responses (affirmative and negative) in the simple past tense about personal experiences or familiar material.Describe a memorable experience (i.e., vacation, special event, etc.) or a picture using the simple past, the past continuous, and simple conjunctions (“and”, “but”, “or”, “because”, “then”).Discuss future plans and activities using the future tense (“to be going to”/ “will”).Use modal auxiliary verbs of ability, request, and permission (e.g., can, can’t, could, be able to) to ask questions/make requests and make statements (e.g. in the supermarket or a restaurant).Express opinions about hobbies and interests using simple gerunds and infinitives with the verbs “like”, “hate” and “love”.Compare and contrast two or more people using basic comparative and superlative adjectives.Edit basic errors in writing such as familiar spelling, capitalization, or punctuation mistakes (e.g. the sentence should end with a question mark instead of a period, etc.).Level 3In addition to demonstrating the abilities from the previous level, learners completing Level 3 should be able to:Speaking and Listening:Use a map or plan to accurately ask for and give directions.Ask and answer simple questions about familiar topics (e.g., weather, family, places, pets, music, sports, etc.).Respond to simple questions about a past event (i.e., the time and place, who was there, what happened, etc.). (e.g., yesterday, last week, last year). Describe a sequence of events from the past on a topic related to his/her personal life, linking groups of words with simple connectors. Role play simple face-to-face conversations in a variety of everyday situations, (i.e., ordering food and drink, shopping, using post offices and banks, checking travel times, etc.) using minimum courtesy requirements and demonstrating some cultural awareness.Use standard phrases to answer the phone, exchange simple information, and have a short telephone conversation with someone familiar.Recall the main points of spoken passages and TV news.Express opinions and show agreement and disagreement in a respectful manner, explaining why.Make and accept invitations, or politely express regret.Make suggestions to other people about future plans (i.e., what to do, where to go, when to meet, etc.), giving reasons for opinions.Vocabulary and Reading:Demonstrate understanding of written instructions and regulations expressed in simple language (i.e., equipment instructions, safety information, directions, etc.).Read and respond to short simple messages (i.e., emails, web chats, postcards or short letters).Use titles, headings, and visuals to predict the contents of reading material.Skim reading passages in order to determine the main idea.Scan reference materials and life-skill materials for specific information (i.e., price and size of an apartment, features of an electronic device, etc.).Recognize common contractions of the verbs will, am, is, and a verb + not (such as we’ll, I’m, we’re, can’t, won’t, it’s) in reading passages.Recognize and decipher common abbreviations in written text.Define common root words and affixes and use the knowledge of their meanings to infer the meaning of unfamiliar vocabulary words in context.Identify the main points in simple narrative and descriptive texts which consist of high frequency vocabulary words from the new General Service List.Summarize short stories relying on the language used in the story.Grammar and Writing:Use adverbs of frequency with the simple present tense to write about daily routines, arranging the sequence of events using common transitional words and expressions, such as, “first”, “then”, “after”, “later”, etc.Accurately complete authentic forms such as medical forms, school or job applications, or banking forms.Use polite expressions and the imperative to create a role play giving directions on how to get somewhere using a map.Describe the activities taking place in a picture using the present continuous tense.Contrast the usage of the simple present and present continuous tenses by writing a descriptive paragraph about a current trend.Describe habits and routines, pastimes and past activities using “would” and “used to.”Write a short description of an event using the past continuous and past time clauses.Use the present perfect in a role play about personal experiences.Contrast the usage of the simple past and the present perfect by choosing the correct tense in a contextualized paragraph about a topic such as travel or a life experience. Write about future plans using the future tense with “going to”, “will” and the present continuous. Use modals of ability (i.e., “can”, “could”, “be able to”) in the affirmative and negative to express past, present, and future ability.Write about future possibilities using modals of possibility (i.e., “might”, “may”, “could”, “will”) in the affirmative and negative.Use modals of request, permission, desire, and preference (i.e., “can”, “could”, “will”, “would”, “may”) and the phrases “would like”, “would prefer”, and “would rather” in the affirmative and negative in a contextualized role play (i.e., ordering in a restaurant, at the library, in an interview, etc.)Write a paragraph or do a presentation about visiting the United States or another country using modals and phrasal modals of advice, necessity and prohibition (i.e., “could”, “might”, “should”, “must”, “have to”, “ought to”, etc.) in the affirmative and negative.Analyze written sentences and correct mistakes (e.g. punctuation, capitalization, spelling, subject-verb agreement; pronoun and article agreement, adjective + noun combinations, conjunctions). Level 4In addition to demonstrating the abilities from the previous level, learners completing Level 4 should be able to:Speaking and Listening:Make arrangements on the telephone or in person (e.g., booking flights or hotels,restaurant reservations, etc.)Describe a process and deliver practical instructions on how to do something (i.e., a recipe, using a machine or software, etc.) Recall main points and record relevant details of recorded, factual texts (i.e., TV and radio).Demonstrate understanding of main points by summarizing spoken statements.Develop conversations on topics that are familiar or of personal interest by expressing and responding to suggestions, opinions, attitudes, advice, feelings, etc.Express opinions on abstract topics like films and music, describe reactions to them and ask other people about their pare and contrast alternatives in a given situation and discuss possible solutionsto a problem.Prepare and deliver short presentations on familiar topics and answer clear questions about the pare details and modify the use of language in previously stated ideas to make them clearer. Differentiate among spoken language registers (i.e., a conversation with close friends, informal conversation with classmates, or an academic presentation).Vocabulary and Reading:Scan everyday factual material (i.e., brochures, short official documents, etc.) in order to identify relevant information.Skim texts to identify main ideas. Identify and paraphrase supporting details of straightforward, factual articles on familiar subjects.Summarize the main idea and conclusions of texts which clearly argue a point of view.Make inferences about an editorial or opinion piece or short story.Analyze and express opinions of reading passages.Identify common root words and use understanding of the meaning of affixes to extrapolate the meaning of unknown words. Use syntactic context clues and knowledge of parts of speech and collocations to decipher unknown vocabulary words and deduce sentence meaning in a reading passage.Use semantic context clues and knowledge of synonyms/antonyms and connotation/denotation to identify the meanings of vocabulary words from the Academic Word List in specific contexts. Grammar and Writing:Explain how to do something in detail (i.e., a recipe, driving directions, etc.), ordering the steps of a process using common transitional words and expressions (i.e.,“first”, “then”, “after”, “later”, “in the end”).Create a role play dealing with a specific scenario (i.e., transactions likely to arise while traveling, dealing with authorities during a foreign visit, making a complaint and returning an unsatisfactory purchase, etc.) using tag questions and nouns with quantity expressions. Summarize and express personal opinion about a short story, article, talk, discussion interview, or documentary using the correct indefinite and definite articles as well as adjectives and pare and contrast two people, things, or alternatives using conjunctions (i.e., “and/or”, “but”, “either/neither”) and comparative adjectives.Narrate a story using adjectives and adverbs (“too”, “very”, “enough”, etc.) to describe real or imaginary experiences, impressions, feelings, reactions, and events in some detail.Write an advertisement using comparative and superlative adjectives. Use gerunds and infinitives (e.g., “want to __”, “need to __”, etc.). to write a letter requesting advice, and essay about future goals, etc.Choose the correct phrasal verbs to describe sports activities, instructions on how to do something,etc.Examine a problem by providing facts and details to support the main points, comparing and contrasting alternatives, discussing what to do next by giving brief reasons and explanations, inviting others to give their views on how to proceed and giving brief comments on the views of others, and making his/her opinions and reactions understood as regards possible solutions or the question of what to do next.Analyze paragraphs and correct mistakes (e.g. spelling, punctuation, grammar, and paragraph formation - main idea, supporting details, and conclusion)Level 5In addition to demonstrating the abilities from the previous level, learners completing Level 5 should be able to:Speaking and Listening:Paraphrase and summarize information and arguments from a variety of sources presented in written or audio materials across genres such as news reports, articles, films, and plays. Identify the speaker’s mood, tone, purpose, etc. in documentaries, live interviews, talk shows, plays or films.Express and defend opinions in oral discussion by providing relevant explanations, arguments and comments.Evaluate advantages and disadvantages of a situation presented orally and participate in reaching a decision in formal or informal discussion.Apply and practice knowledge of language conventions and registers when delivering oral presentations based on prompts given.Present clear arguments by linking ideas logically, highlighting significant points, and providing supporting details Organize and carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies.Identify and correct slips and errors that lead to misunderstandings in conversations.Vocabulary and Reading:Use context clues along with knowledge of word roots and affixes to predict meaning of new vocabulary words from the Academic Word List.Identify collocations from the Academic Collocation List in fiction and nonfiction pare connotations of synonyms and antonyms with similar denotations in various texts.Identify point of view in articles, reports and reviews in which the writers adopt particular stances or viewpoints. Summarize factual and imaginative texts, commenting on the main themes and contrasting points of view and opinions. Analyze cause and effect in expository and persuasive texts.Make inferences, draw conclusions, and predict outcomes of reading passages.Demonstrate understanding of the wording and expectations of exam questions.Interpret charts, tables, graphs, and other informational content.Grammar and Writing:Describe accomplishments or trends in the present perfect and present perfect continuous using “for”, “since”, “already”, and “yet”.Write a narrative of a past experience (i.e., an important personal achievement or celebration, an accident, a sporting event, etc.) using the simple past, the past continuous, the past perfect, and the past perfect continuous. Compare a former experience to a current experience using the simple past, past perfect and present perfect and/or present perfect continuous.Predict what will happen next after a scene of a film, book or play using “will” and “be going to.”Envision life in the next 5 years and describe it using the future perfect continuous, future perfect, future continuous.Write about a challenge or mistake and give advice to find a solution to a problem using modals (e.g., “ought to”, “had better”, “would rather”).Use past modals correctly in speech and writing.Describe a process using the passive voice.Write an argumentative essay giving detailed reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. Write an essay outlining an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches, using coordinating conjunctions and transitions to clearly mark the relationships between ideas.Analyze essays and correct mistakes (e.g. spelling, punctuation, grammar, paragraphing conventions, layout).Level 6In addition to demonstrating the abilities from the previous level, learners completing Level 6 should be able to:Speaking and Listening:Demonstrate understanding of extended idiomatic speech, colloquialisms, and/or slang in a wide range of recorded and broadcast audio material. Use contextual, grammatical and lexical cues to infer attitude, mood and intentions in recorded / broadcast speech and to anticipate what will come next.Show understanding of different points of view in live or broadcasted arguments and debates.Synthesize information from different sources in a coherent oral summary, using transitions and adverbs.Report on a complex subject orally, linking ideas into a coherent oral presentation, expanding and supporting points of view with reasons and relevant examples. Vary intonation and place sentence stress correctly in order to express finer shades of meaning.Demonstrate control of syntax and vocabulary to effectively elaborate, reason, and persuade orally. Defend opinions and points of view in group discussion and debate, even on abstract and unfamiliar topics.Hypothesize and formulate convincing arguments; responding to questions, comments, and complex counter arguments fluently, spontaneously, and appropriately.Qualify opinions and statements precisely in order to indicate degree of agreement, certainty, concern, satisfaction, etc.Select a suitable phrase from a readily available range of discourse functions to get or to keep the floor in a debate and to relate contributions skillfully to those of other speakers. Adjust language expression / register depending on audience and context.Vocabulary and Reading:Use context clues along with knowledge of collocations to predict meaning of new vocabulary words in academic texts and reading passages.Apply knowledge of academic vocabulary and collocations to different spoken and written contexts. Use knowledge of idioms to understand figurative language in a poem or prose.Identify point of view, purpose, and tone in articles, reports and reviews. Use contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next.Identify finer points of detail, including attitudes and implied as well as stated opinions and points of view, in written texts.Analyze the connection between diction and meaning in different writing styles in factual and literary texts.Summarize and respond to factual and imaginative texts, commenting on the main themes and contrasting points of view and opinions. Synthesize multiple texts through summarizing and paraphrasing. Demonstrate comprehension of standard newspaper items addressed to the general reader, correspondence reports, and technical materials. Make inferences, draw conclusions, and predict outcomes of informational reading passages.Demonstrate understanding of the wording and expectations of exam questions.Grammar and Writing:Communicate results, plans, and purposes in complex sentences using gerunds and infinitives. Write a detailed exposition of a complex subject using relative clauses in compound and complex sentences.Write a persuasive cause and effect essay using simple and compound sentences with coordinating conjunctions (e.g., “because”, “if”, “since”, “when”, etc.) and adverbial clauses. Present on complex subjects, using transitions/connectives to integrate sub themes, highlighting and developing particular points and rounding off with an appropriate conclusion.Describe routine situations using present real (zero) conditionals.Make predictions or tell superstitions using future real (first) conditionals. Write about imaginary situations using present or future unreal (second) conditionals.Write about speculations and deductions using mixed conditionals, supporting ideas with perfect modals (e.g. should have, would have). Effectively express wishes and regrets using past unreal (third) and mixed conditionals. Compare and contrast different viewpoints using reported speech.Effectively utilize phrasal verbs (separable and inseparable) and idiomatic expressions in speech and writing.Edit essays for structure, spelling, mechanics, content, organization, register, and diction.Level 6+In addition to demonstrating the abilities from the previous level, learners completing Level 6+ should be able to:Business English:Identify the correct and incorrect usage of verbs 70% of the time through a listening activity on travel. (e.g., a conversation between a hotel clerk and a hotel guest).Create a list and effectively explain the meaning of expressions/terms/collocations used in sales and marketing.Research and apply investment strategies (Stock Market project).Communicate using common terminology from technology, business, and industry.Identify different corporate structures.Demonstrate understanding and explain branding, market share, and target audience advertising.Prepare a SWOT analysis of a company’s current strategic position.Participate effectively in role playing scenarios involving financial situations at least two times during the course. (e.g., a phone conversation disputing a credit card statement).Recognize differences in management/leadership styles.Prepositions and Idioms:Demonstrate understanding of prepositions derived from listening activities and found in different media.Use verb-preposition and adjective-preposition collocations accurately in oral discourse.Describe data on travel, culture, weather, or time using prepositions in written or oral expression. Use appropriate prepositions for cause, effect, and opinions in writing and presentations, as well as in charts, diagrams, and various other interpretations.Formulate sentences using learned phrasal verbs correctly in context, identifying which are separable and which are not separable.Identify phrasal verbs that are synonyms.Contrast the meanings of phrasal verbs that use a common verb but different particles (e.g., fill in vs. fill out) as well as idioms with literal and idiomatic meanings.Identify connotative and denotative meanings of common phrasal verbs and idiomatic phrases and use them in discussion, writing, and in response to questions.Explain the meanings of commonly used idiomatic expressions from texts, such as cartoons, letters, and conversations.Demonstrate understanding of extended idiomatic speech, colloquialisms, and/or slang in a wide range of recorded and broadcast audio material. Differentiate between literal and figurative language in a variety of literary genres.Advanced Writing:Develop critical thinking skills through academic, professional, and social writing experiences.Plan and organize opinion, argumentative, and descriptive essays through effective outlines. Identify and use academic and professional vocabulary through different rhetorical writing assignments, such as expository, analytical, argumentative compositions, letters, editorial articles, blogging posts, and research writing projects. Develop his/her ability to evaluate the writing projects through thorough higher and lower order editing strategies, as well as through group discussion.Summarize ideas from various sources and complex reading materials in both hard copy and Internet source. Write in genres that are both professional and social in nature. Compose a fully documented research paper using MLA or APA Style document guidelines.Evaluate and revise peer generated writing assignments for syntax accuracy and language control.STUDENT ACHIEVEMENT:How to Progress to the Next Level of Language ProficiencyIn order to move to the next proficiency level, students must meet all of the following criteria:Earn a C (70% or higher) in each of their classes.Score a 70% or higher on the level exam. ?At the end of the quarter, all students will take a level exam specific to their proficiency level. The exam will cover the core skills of Listening, Reading, Speaking, Grammar, Vocabulary, and Writing.If the student disputes the promotion decision, a meeting is arranged with the teacher, the student, and the Director to review the student’s overall performance and the student may appeal to the next level. ?In this case, the Director makes the final decision. ?At the end of every quarter, all students will receive a report card with their grades for each class, as well as their level exam grade, and a decision on the student’s level progression. By request, teachers may also write letters of evaluation/recommendation for a student. For example, in the case of a student transferring to another institution or for the student’s personal purposes, they may need a written letter of recommendation. ??Grading Policy for Each ClassThe following assessment instruments are generally used to evaluate students in class:80% of your final grade will come from:Tests and quizzesDaily activities/classworkEssaysProjectsPresentationsOther Assessments20% of your final grade will come from:Cumulative Final ExamThe grading scale is as follows:90% - 100%AExcellent80% - 89%BVery Good70% - 79%CAverage60% - 69%DPoor59% and belowFFailingIIncompleteInternational students will receive an “incomplete” grade if they fail to take their exams. They will have to make up these exams and pay a $50 fee to do so.The percentages for the assignments are determined by the specific teachers. At the end of the quarter the student receives a report card indicating his/her overall performance for the class. ?POLICIES AND PROCEDURESTampa Language Center Refund PolicyScheduling is based on the current Tampa Language Center program schedule. Minor deviations from the published schedule may take place but will not affect the total number of classes. Pricing is based on the current Tampa Language Center price list and prices are subject to change. You should not sign this Application for Admission before reviewing the official program calendar, schedule and price list. Refund Policy for Full-Time Students Who Pay in AdvanceIf Withdrawal or Cancellation occurs:The School Will Refund During 1st Week 90% of TOTAL tuition (we will return $2695.50)During 2nd Week 80% of TOTAL tuition (we will return $2396.00) During 3rd Week 60% of TOTAL tuition (we will return $1797.00) During 4th Week 40% of TOTAL tuition (we will return $1198.00)After 4th week 0% of TOTAL tuition Monthly Tuition Agreement Refund Policy for Full-Time Students Withdrawal after the first day of the quarter has begun is based on the following refund policy for one quarter of our Intensive English Program ($3120.00). If Withdrawal or Cancellation occurs, the School Will Refund: During 1st Week/90% We will return $728.00 of your first month's payment During 2nd Week/80% We will return $416.00 of your first month's payment During 3rd Week/60% You are responsible for $1,248 in total During 4th Week/40% You are responsible for $1,872 in total After 4th week/ 0% You are responsible for $3,120 in totalIf student elects to pay monthly, he/she will need to sign the Monthly Tuition Payment Plan Agreement!Refund Policy for All Part-Time Students in Intensive English ProgramTHESE AMOUNTS ARE SUBJECT TO PRICE CHANGES AND WILL FOLLOW THE PERCENTAGE OF TUITION PAID!Refund Policy for Non-International Students Enrolled in the Quarterly Intensive English Program: All students may submit a written request to cancel three (3) days prior to the course start date and they will receive a full refund. During the period from 2 days prior to the class starting date until your third class, if you choose to withdraw from your course, you will have a 70% tuition refund. After you attend your 3rd class, you will not qualify for a refund. This policy is only valid in your first month of studies. If you sign up for fewer than 4 weeks of classes, there will be NO refunds. Refunds will only be made to the person, company or agency that paid our school. If the student paid through an agency, he or she must speak directly with that agency for a refund, all refunds paid via check or wire transfer will be made via a refund check form the school. However, if school fees were paid by credit card, then the school will process the refund to the credit card used for payment.CONFIDENTIALITY POLICYSpecial note to students - All copies of the student's financial documents are maintained in individual student file folders. Any sponsor-related or government-related documents are kept in these individual folders. These folders are considered confidential by Tampa Language Center; therefore, all of these records are kept in a locked cabinet in the office during the period in which the student is enrolled. After the student completes his training, the records are locked in the center's storage room. In accordance with SEVIS regulations, these records are shredded after seven years.INTERNET POLICIES & PROCEDURESThe purpose of these Internet Policies & Procedures is twofold. First, they are intended to introduce you to the rights, responsibilities, and dangers of using the internet as well as online services. Second, it sets forth Tampa Language Center’s procedures for the proper use of this powerful tool. Access to the Internet from Tampa Language Center computers and software is provided for school purposes. ELECTRONIC COMMUNICATION POLICYAll electronic communication systems, including, for example, the Internet and e-mail (collectively, “the Information Systems”), and all messages, data, information, and communications created, stored, or contained in the Information Systems are the property of Tampa Language Center and are to be used solely for school-related purposes. The use of any software and business equipment for personal reasons is prohibited, including, but not limited to, computers, printers, and copy machines. E-mail and other Information Systems of Tampa Language Center are not to be used in a way that may be disruptive or offensive to others. Tampa Language Center reserves the right to access all information stored in the Information Systems at any time, at its sole discretion. Students must have no expectation of privacy in anything created, stored, sent, received, or maintained on the Information Systems of Tampa Language Center, including personal messages. STUDENT LIFESTUDENT COMPLAINTSA formal complaint is when a student has a grievance that they want investigated and a formal response made to them. ?The student may file a formal complaint with the Director describing the treatment, action, or decision at issue, and the remedy sought. To file a formal complaint, complete the form available in the office and return it to the Director who will review it. ?The Director will then do an investigation and contact the student to resolve the issue.An informal complaint is more of a comment, concern, recommendation, or smaller issue that does not require a formal response. For example, a student merely wants to air a concern and ensure that a member of staff is aware of the issue or that it is brought to the attention of the Director. ?A student should first address the concern or complaint to his/her teacher, if it is small in nature. ?Normally, the instructor will be able to resolve issues related to the classroom.If the student feels his or her complaint has not been adequately addressed, or if the problem is related to admission, attendance, or academic progress, the student may address the complaint to the Director or PDSO.After a review of the issue, the Director will issue a ruling on the situation. ?This resolution will normally be considered final. ?All records of the interaction between the student and the Director and/or teacher are kept in the student’s file.HOUSINGOur school doesn't have accommodations on campus, so all of our students live offsite.? We can?provide information on local apartment complexes that have short-term leases available. We are located near the University of South Florida and the surrounding area provides a lot of furnished apartments with the average price around $550/month including utilities.We also believe that living with an American family can be a great way to start your life in the USA! International students booking their first 4 weeks with the American Homestay Network (AHN) learn about American culture, become better oriented to their community, understand better their long-term accommodation options (if required) and improve their American English skills. AHN specializes in placing international students with carefully screened and fully trained American host families. Students are required to stay for a minimum of 4 weeks and may choose to remain in homestay longer if they desire. Please visit for more information or to apply online today. If you have any questions or concerns, please contact AHN's Florida office at 754-900-8297 or florida@?American Homestay Network 2019 RatesHOMESTAY PACKAGES FOR STUDENTS OVER 18?WEEKLY RATES SHOWN? ? ? ? ? ?Single? ? ? ? ? ?SharedComplete? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? $282? ? ? ? ? ? ?$252Traditional? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? $262? ? ? ? ? ? ?$232Dinner Only? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? $247? ? ? ? ? ? ?$217Breakfast Only? ? ? ? ? ? ? ? ? ? ? ? ? ? ?$232? ? ? ? ? ? ?$202No Meals? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? $217? ? ? ? ? ? ? ?$187You can also find affordable housing options near Tampa Language Center with .?With 4stay you can find homestay options if you want to improve your English by experiencing local culture. In addition, there are?shared rooms, private rooms and apartments for rent.?All of the participating families and apartments undergo a rigorous selection, investigation, and approval process. Find your perfect stay option by clicking this link: SERVICESThe English for Speakers of Other Languages (ESOL) program was designed for students who want to learn English or improve their English skills for academic or personal reasons. Tampa Language Center provides students with the opportunity to learn another language while they are immersed in another culture. Our enthusiastic, dedicated teachers make the process of learning easy, fun, and rewarding. The institute offers its students:Assistance with the F-1 visa procedure and immigration regulations. The PDSO and the DSOs guide the students during the application and registration processes, ensuring that students are qualified to enroll in the language program. ?Please contact the office at any time to set up an appointment to speak with one of our trained personnel. When the students’ needs exceed the resources and expertise available within the institution, the center refers them to the appropriate country’s embassy and its advisors.Personal and academic advising. The school provides health insurance information for interested students. Students can request their grades at any time to see their academic progress. ?Teachers and staff can help give relevant information pertaining to university/college admissions. ?When the students’ needs exceed the resources and expertise available within the institution, the center refers them to the appropriate admissions counselor in the university/college of their choice.Properly trained staff who provide pre-arrival and ongoing orientation to international students.A certificate of completion at the end of the training.Professional, dedicated, and enthusiastic faculty, who are always available to support and assist the students.Small group classes (3 to 15 students), which allow teachers to individualize each student’s learning experience.Classes tailored to meet students’ needs.Field trips and social activities. The students are encouraged to share time with their classmates in different social activities that allow them to use their English skills actively. Our students can participate in a volunteer activity, go on a field trip outside of the school, Diversity. Our students are from all over the world.Classrooms that are well equipped to provide the best learning environment possible for each student.Access to computer facilities for the purpose of completing assignments.Assistance and/or information on housing, rental apartments, and home-stay accommodations in the area. Policies in writing to ensure that each student clearly understands the policies regarding his/her registration and the procedure to maintain his/her status as an international student. Access to a variety of excellent resources including books, periodicals, CDs, and DVDs relevant to the curricula. HEALTH INSURANCEAlthough Tampa Language Center does not require its students to have health insurance while taking classes at our institute, the center does strongly recommend it. Students who are interested should see office staff for a list of suitable providers. Tampa Language Center is not financially responsible in any way if you get sick or need medical treatment during your training at our center. If you choose not to obtain health insurance, you will be required to sign a waiver form indicating your understanding of the consequences of not having insurance. Tampa Language Center is not responsible for the payment of any medical office or hospital visits.If you would like to get some information about obtaining health insurance, you can go to this webiste:?, EQUIPMENT AND SUPPLIES The facility library is equipped with a variety of excellent resources, including books, periodicals, CDs, and DVDs relevant to the curricula. The computer facilities are available to students during and after classes.All classrooms are equipped with large, flat-screen TVs, visual aids, audio equipment, and white boards. There is always a teacher present in the classroom. The office is well equipped with computers, copy machines, telephones, a fax machine, and a scanner.The institute complies with all federal and state Occupational Safety and Health Administration regulations.STUDENT EXPECTATIONSATTENDANCE ?As an International Student you must maintain full-time status by attending 20 hours per week while studying at the Tampa Language Center. Failure to attend your classes will result in the loss of your student status and ICE authorities will be notified.International students must also demonstrate satisfactory academic progress in order to maintain their status and to continue studying at Tampa Language Center. If a student fails one quarter with our institute, he/she will be placed on probation. If the student fails two quarters consecutively, he/she will be dismissed from Tampa Language Center, and he/she will be asked to transfer to another institution.Teachers and office staff at Tampa Language Center take attendance daily. As an international student you are allowed three absences per month due to personal reasons. If you have more than three absences per month, you must show a medical statement. You are responsible for knowing how many absences you have. If you are absent, you are responsible for contacting the institute and your teacher for all assignments.If you plan to be absent from class for any religious observance, you must request permission in advance.If there is a valid reason, such as a family illness or emergency, and the student notifies the PDSO or a DSO (Designated School Official) about it, and receives his/her authorization, the student will be afforded a 15-day grace period in which he/she may make and complete arrangements for travel and departure. Regular attendance and punctuality are also important to show respect and consideration for your teachers and classmates. Your teacher will mark you tardy if you are not in class on time. Hours are counted in your attendance, so being late too often may account eventually add up to be a full day’s MUNICATIONStudents must provide several means of contact information, including at least one working phone number, a physical address, and an email address, to Tampa Language Center. Contact information must be updated any time it is changed. Students are expected to check their voice mail and email daily for any important messages from the office staff or faculty. Students are also expected to check the bulletin board daily for updated institute information such as the calendar, classroom schedules, and field trip flyers.RESPECT FOR OTHERSTreat the Tampa Language Center teachers, office staff, and other students with respect. Be polite, patient, and understanding. Eat your snack only during the break time, and always use your cell phone respectfully in RMATION FOR INTERNATIONAL STUDENTS (F-1 VISA)HOW TO APPLY FOR AN F-1 STUDENT VISA FROM YOUR COUNTRYTampa Language Center requirements: In order to receive a Tampa Language Center acceptance letter and I-20, you must successfully do the following:Submit a completed application form (found on our website) by fax, email, or regular mail.Pay the I-20 application processing fee of $100.00 (non-refundable) plus a $25 placement test fee. This can be paid by credit card, check, cash or online. Submit a copy of your valid passport (Valid for at least 6 months beyond the date of enrollment).Provide financial proof depending on your situation:1. If you do not have a sponsor, submit your most current bank statement with your transaction history, if necessary.2. If you have a government sponsor, you must submit a financial guarantee and or current bank statement.3. If you have a non-government sponsor, you must prove their ability to supply accommodations, meals, transportation, and any other expenses for the prospective student (you). We need a copy of your sponsor’s ID and you must submit their current bank statement.If your sponsor is a salaried employee, you should also submit your sponsor’s income tax documentsIf your sponsor owns a business, you should also submit your sponsor’s business registration, licenses etc., and tax documentsThe financial proof as indicated in one of the 3 situations above must reflect the ability to cover tuition and expenses for at least $6,600.00 per quarter (3 months) or $26,400.00 per year. This amount increases $600 per month per dependent to cover their living expenses.Once we have received the processing fee and have reviewed and verified the submitted documents, Tampa Language Center will issue a letter of acceptance and the I-20.F-1 Student Visa Procedures and Requirements To apply for your F-1 student visa, you must contact the U.S. Embassy or Consulate in your country of residence.* For initial admission, you must attend the school specified on your visa. If you have Form I-20 A-B from more than one school, it is important to have the name of the school you intend to attend specified on your visa by presenting a Form I-20 A-B from that school to the visa issuing consular officer. Failure to attend the specified school will result in the loss of your student status and subject you to deportation. Requirements for the F-1 student visa:Passport (valid for at least 6 months beyond the date of enrollment).SEVIS INITIAL I-20 form - a student visa will not be issued unless a SEVIS I-20 is presented at the U.S. Embassy or Consulate The prospective student must pay the SEVIS I-901 fee and print out the receipt to take with their visa application to the embassy. ?The I-901 fee can be paid online at . An explanation of the I-901 fee and FAQ can be found at letter of acceptance from the Tampa Language Center ?A bank letter or letter of financial support verifying the funds to cover your expenses while you study in the United States.Arriving in the United StatesWhen you arrive in the United States, you must present the following to the Immigration Officer:Your passport A sealed envelope with the SEVIS I-20 inside I-94 card ("white card" distributed by the flight attendants on the plane) Maintaining your status in the United StatesUpon entering the United States on an F-1 visa, you are granted F-1 status. In order to remain in status while you study at the Tampa Language Center, you must:Attend classes on a full-time basis (20 hours per week)Keep the I-20 validPay course fees in fullMake academic progress in the course(s) you are enrolled inFollow all other SEVIS rules (These can be found at: )Upon completion of your program, you have 30 days to leave the U.S., or 60 days to transfer to another school.*If you cannot complete the educational program after having been in student status for longer than the anticipated length of the program plus a grace period in a single educational level, or for more than eight consecutive years, you must apply for extension of stay. An application for extension of stay using form I-539 and or I-539a should be filed with the USCIS 15 days, but no more than 60 days, before the expiration of your authorized stay. Traveling outside of the United StatesIf you are planning to travel outside the United States while studying at the Tampa Language Center, you must make an appointment with the PDSO to discuss travel arrangements. You cannot travel outside the United States during your program of study unless you have a travel signature on your I-20. This signature is given by a DSO at the school. Travelling outside the country during a program of study must be for a medical reason, a death in the family, or another serious situation, only. Please see an advisor about any situation related to this.Please note that your F-1 visa and passport must be valid in order to return to the U.S. If your visa has expired, you will have to renew it at the U.S. Embassy.TRANSFERING FROM ANOTHER SCHOOL WITH AN F-1 VISAStep 1Notify your institution of your intent to transfer to Tampa Language Center. *A nonimmigrant student is permitted to transfer to a different school provided the transfer procedure is followed. To transfer schools, you should first notify the school you are attending of the intent to transfer, and then obtain a TRANSFER FORM and a LETTER OF ACCEPTANCE from Tampa Language Center. ??Step 2 In order to be accepted at the Tampa Language Center, you must successfully do the following:Submit a completed application form (found on our website) by fax or email, or regular mail.Pay the I-20 application processing fee of $100.00 (non-refundable) plus the $25 fee for the placement test. This can be paid by credit card, cash, check, or online. Submit a copy of: ?the receipt for the I-901 fee, I-94 card, and I-20 form.Submit a copy of your valid passport and visa (Valid for at least 6 months beyond the date of enrollment).Provide financial proof depending on your situation:1. If you do not have a sponsor, submit your current bank statement with the official bank seal.2. If you have a government sponsor, you must submit a financial guarantee and or current bank statement.3. If you have a non-government sponsor, you must prove their ability to supply accommodations, meals, transportation, and any other expenses for the prospective student (you). We need a copy of your sponsor’s ID and you must submit their current bank statement with the official bank seal.If your sponsor is a salaried employee, you should also submit your sponsor’s income tax documentsIf your sponsor owns a business, you should also submit your sponsor’s business registration, licenses etc., and tax documentsThe financial proof as indicated in one of the 3 situations above must reflect the ability to cover tuition and expenses for at least $6,600.00 per quarter (3 months) or $26,400.00 per year. This amount increases $600 per month per dependent to cover their living expenses.Once we have received the processing fee and have reviewed and verified the submitted documents, we will issue a letter of acceptance. Step 3 The letter of acceptance must be taken by the student to the institution where the original I-20 was issued.Maintaining your status in the United StatesUpon entering the United States with an F-1 visa, you are granted F-1 status. To remain in status while you study at the Tampa Language Center, you must:Attend classes on a full-time basis (20 hours per week)Keep the I-20 validPay course fees in fullLeave the U.S. within 30 days after completion of your program or transfer to another school within 60 days after the completion of your programFollow all other SEVIS rules (These can be found at: )Upon completion of your program, you have 30 days to either leave the U.S., or 60 days to transfer to another school.*If you cannot complete the educational program after having been in student status for longer than the anticipated length of the program plus a grace period in a single educational level, or for more than eight consecutive years, you must apply for an extension of stay. An application for extension of stay, form 1-539 should be filed with the USCIS at least 15 days, but no more than 60 days, before the expiration of your authorized stay. Traveling outside of the United StatesIf you are planning to travel outside the United States while studying at the Tampa Language Center, you must make an appointment with the PDSO to discuss travel arrangements. You cannot travel outside the United States during your program of study unless you have a travel signature on your I-20. This signature is given by a DSO at the school. Travelling outside the country during a program of study must be for a medical reason, a death in the family, or another serious situation, only. Please see an advisor about any situation related to this.Please note that your F-1 visa and passport must be valid in order to return to the U.S. If your visa has expired, you will have to renew it at the U.S. Embassy.Procedure to Change to F-1 Student StatusOverview - F-1 student status is appropriate if you intend to study full time in the United States. If you are currently in the United States as a temporary worker, diplomat, exchange visitor, or any other non-immigrant classification EXCEPT a visitor in WT or WB status, and would like to change to F-1 student status, follow the procedures indicated below. Eligibility - In general, non-immigrants who are maintaining lawful status may apply for change of status to F-1. Exceptions - Non-immigrants subject to the Section 212 (e) two-year home residency requirement are ineligible to apply. Those in WT or WB are also ineligible. Those in F-2, B-1, or B-2 status are eligible to apply for a change of status but cannot enroll in classes until the change of status has been approved by US Citizenship and Immigration Services (USCIS).Procedure:In order to qualify for F-1 student status, you must apply to be enrolled in a full-time program of study at Tampa Language Center and obtain an I-20 Form. To obtain an I-20, the following conditions must be met:Submit a completed application form (found on our website).Submit financial documentation showing funds for you and any accompanying dependents that will be in F-2 status. The documents should show that you have sufficient funds to cover tuition, materials, and living expenses for the length of your training program (ask TLC office staff about specific amounts).Submit a copy of the first page of your valid passport and a copy of your current visa.Pay the application fee of $100 (nonrefundable) and take the placement test ($25). Once the above documents have been submitted, the office will prepare an I-20 form for you within 5 business days. There is a shipping fee of $90 to send your I-20 overseas.Once you have obtained an I-20 from Tampa Language Center, you must change to an F-1 status either by travel or by application to the Department of Homeland Security.Change by travelYou may change your status by departing the United States and re-entering in F-1 status. In order to re-enter the United States in F-1 status, you must have a valid, F-1 visa.If you were previously in lawful F-1 status at another school in the United States, have a valid F-1 entry visa, and have not been out of the U.S. for more than 5 months, you may continue to use that visa, even if it was issued for your previous school.If you have been out of the U.S. for more than 5 months, you will need to apply for a new F-1 visa even if your current one has not expired.If you have an F-1 entry visa that was cancelled by a consular officer, you must apply for a new F-1 entry visa as described below.If you do not have an F-1 entry visa or you need a new one, you must apply for one at a U.S. Consulate. Once you have obtained an F-1 entry visa, you may then enter the United States with your visa and the following: Your I-20 form from the Tampa Language Center Supporting documents, such as copies of your admission letter and your financial documentation When you are at a port of entry, you will request F-1 status by presenting your passport, open to the F-1 visa page, and the I-20. If all is in order, the immigration inspector will admit you into F-1 status by issuing you an I-94 card marked "F-1 D/S" and stamping your I-20 in the top right corner.Change by application to USCISYou may also attempt to change your status by submitting a change of status application to US Citizenship and Immigration Services (USCIS). Your application for change of status must be received by USCIS no more than 30 days before or after the start date on your I-20.Following are the documents that will be needed to apply:A completed I-539 and or I-539a formPhotocopies of both sides of your current I-94 card and photocopies of the I-94 cards of any dependents that are changing status along with you.A copy of your I-20 form from the Tampa Language Center, signed on the bottom of page 1Copies of financial documentsA photocopy of your passport identification page - do not send your passport to USCISA bank check, money order, or personal check payable to U.S. Citizenship and Immigration Services for the required $370 fee. The USCIS does not accept cash. This fee includes any dependents that are changing status with you. Proof of payment of the SEVIS fee of $350. This fee can be paid online by completing Form I-901 at letter explaining why you are requesting the change of status. This is extremely important: your letter should clearly explain your current status, your plans to study at the Tampa Language Center, and your long-term plans as well. Keep in mind that F-1 status is a NON-IMMIGRANT classification. This means that you must indicate, and in certain cases, may be required to document that you continue to maintain ties to your home country - whether in the form of residence, an expected job offer, or continuing family ties. It is not unusual for the USCIS to request documentation regarding your ties to your home country, and you should be prepared to provide such documentation. ?Your letter must include the following information if you are requesting a change of status:H-1 - Dates of employment under H-1 and the date of registration at the Tampa Language Center. A copy of the I-797, your three (3) most recent pay stubs, and other documentation establishing that you were in and maintained valid H-1 status. The USCIS must receive your change of status application no later than the day you terminate your H-1 employment, as there is no grace period for those in H-1 status: your H-1 status terminates the day you leave your H-1 employer.H-1 or L-1 - You must give your dates of employment under H-1 or L-1 and request the date on which you want the F-1 status to be effective. For example, if your last day of employment is August 25, you should request that your F-1 status be effective on August 26. Be aware that the F-1 effective date MUST be within 30 days of the program start date in item 5 on your I-20. If you plan to leave your employment more than 30 days before the program start date, you must depart the U.S. and apply for an F-1 entry visa at a U.S. Consulate.Any request for an effective date for F-1 status must be prominently stated in your letter of explanation for the change of status; you may also annotate the I-539 with your effective date request by clearly printing "Effective [date]" in Part 2. Application Type 1.b. under "The new status I am requesting is:__________."Also include a copy of the I-797, your three (3) most recent pay stubs, and other documentation establishing that you were in and maintained valid H-1 or L-1 status. The USCIS must receive your change of status application no later than the day you terminate your H-1 or L-1 employment as there is no grace period.BRINGING DEPENDENTS TO THE UNITED STATESSubmit a copy of your financial guarantee – a bank statement or a notarized letter from your accountant or a notarized letter from your bank manager. It must reflect the student’s ability to cover his/her dependents’ living expenses during the length of his/her program of study.Submit a copy of your dependents’ valid passports (valid for at least 6 months beyond enrollment).Submit the items to Tampa Language Center.EMPLOYMENTInternational Students with an F-1 visa are not allowed to work while studying at our school. As an international student, you must have permission from the US government to work and you are limited in what you can do. You can find more information here: International Student with an F-1 visa is entitled to a grace period of 60 days if: He/she is transferred to another school after completion of his/her program of study at Tampa Language Center (the student must have completed at least one quarter of study).2. ??He/she has studied for 9 consecutive months. If you study 9 months and would like a vacation, you will have to pay a $100 vacation fee and be sure to register for the coming semester with our school. COMMUNITY RESOURCESABOUT TAMPATampa has something for everyone! Tampa is a modern city located in central Florida. It has two theme parks, Busch Gardens and Adventure Island, professional sports teams, and excellent beaches, as well as endless opportunities for dining, shopping, and entertainment. It is about 45 minutes from the west coast beaches and about an hour and fifteen minutes from Walt Disney World. According to national?survey results publicized on 02/07/2009 by?"Pew Research Center", Tampa tied for fourth place in a national survey in which participants were asked in which of the nation's 30 largest metropolitan areas they would most like to live.?Furthermore, Tampa Bay Magazine states, "The advantage of Tampa is that anybody can find a place where they fit in, whether it's their political views, their religious affiliation, or the type of business they want to bring in.”Where is Tampa?Tampa is located in Florida, in the southeastern part of the United States. It is on Florida’s Gulf Coast, and it is a 1 hour drive to Disney World in munity ResourcesNearby Grocery Stores:ALDI:14933 N. Florida Avenue, Tampa, FL ?33613 ?Phone: 855-955-2534Publix: 5450 E. Busch Blvd., Temple Terrace, FL ?33617Phone: 813-984-6411Walmart:8885 N. Florida Avenue, Tampa, FL 33604Phone: 813-932-0562Nearby Pharmacies:Publix: 5450 E. Busch Blvd., Temple Terrace, FL ?33617Phone: 813-984-6411CVS: 9202 N. Florida Avenue, Tampa, FL 33612Phone: 813-935-1134Walgreen’s: 2111 E. Busch Blvd., Tampa, FL 33612Phone: 813-931-7278If you have any further questions about Tampa, please ask any of our office staff or your teachers. ................
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