By Geraldine de Berly - EvoLLLution. The teaching of English in a systematic fashion began with Berlitz in 1890 and, within a decade, there were Berlitz Schools in 16 European countries, and then offshoots (instructors mostly) of Berlitz started their own schools. Universities’ extension units began offering English as a Foreign Language programs, such as Columbia University Extension in 1911. Standalone English language teaching divisions came into existence around 1941, initially providing instruction to graduate students and professionals. Canadian universities (such as the University of New Brunswick and Queen’s University) also began offering these courses in the 1940s. More...

By David Stremba - EvoLLLution. 1. Why are American institutions so highly regarded by international students?
The United States accounts for 137 of the top 400 institutions worldwide and eight of the top 10, as ranked by ARWU [the Academic Ranking of World Universities]. No other higher education “destination country” compares. In fact, the United States has more institutions in the global top 400 than the United Kingdom, Australia and Canada combined. If students have successful experiences and outcomes at American institutions, their degrees will effectively act as a piece of global currency that will enable them to differentiate themselves, particularly in their home countries, and gain access to better career opportunities. Additionally, the prospect of participating in the OPT program, which will give them experience working within the United States, is extremely attractive and will bolster their resumes and experience. More...

By Tuan Minh Pham - EvoLLLution. For the next billion English-language learners, free mobile apps will teach vocabulary, grammar, listening and reading. Meanwhile, domestic-based teachers will improve their speaking and writing skills thanks to emerging-country startups. More...

By Maggie Sokolik - EvoLLLution. In my cozy writing class at the University of California, Berkeley, 13 international students pursuing their undergraduate degrees — between the ages of 17 and 20 — read, write, discuss and puzzle over the challenges of academic writing. We spend six hours a week together, reviewing thesis statements, talking about citation practices and working on developing arguments. It’s hard work for everyone. More...

By Chris Evason | Managing Director, International Education Services - EvoLLLution. Massive Open Online Courses (MOOCs) have entered the English language education environment and are already making waves. Late last year, we launched a Massive Open Online English Course (MOOEC) and quickly established a global user base in the thousands. We are also about to launch a series of Australia-wide workshops (in partnership with English Australia) to professionally develop English as a Second Language (ESL) staff in the use of online ESL tools. This will help to expand the number of education professionals able to provide English language education over the web. More...

By Sherry Yuan Hunter | Director of the English Language Program, University of Toronto - EvoLLLution. At a recent Languages Canada conference, my industry colleagues established that teaching English as a Second Language (ESL) was the second oldest profession in the world (motherhood, of course, being the first).[1] As we all know, English is the current lingua franca of international business, education, science, technology, aviation, diplomacy and even entertainment. More...

By Jon Felperin | Director, Upskilling Academics - EvoLLLution. The Internet has changed marketing forever. This change can be traced back to the early days of email (May, 1999) when Seth Godin first detailed the concept of “Permission Marketing” in his classic book by the same title. According to Godin, permission marketing is a response to a consumer shift away from traditional marketing, when an organization gains the privilege of sending “anticipated, personal and relevant messages to people who actually want to get them.” More...

By Rajeeth Dev Anand - EvoLLLution.
1. Why did you decide not to enroll in a higher education institution in your home country?
I’ve lived in four different countries; America is actually my fourth. I’ve done schooling in all these countries. Why I preferred coming to America over these other countries was not because of any influence of education. It was purely because the chance presented itself to me. Before I got into MSU [Michigan State University], I was part of MSU Dubai, which was a branch started in Dubai. At first I was planning to join one of the American universities in Dubai, but then when I heard Michigan State started a branch, I took the opportunity to enroll. More...