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Gateway Languages provides faculty with flexible semester-by-semester options to engage students in exploring the linguistic, socio-linguistic, and socio-cultural aspects of the target language through virtual tutorials with professional teachers and conversation practice with native speakers. 

The process is simple, and no additional technology is required. Departments select among Gateway’s three service plans that vary by the extent to which students can access virtual language instructional resources. All plans offer students access to a virtual platform where they can engage in on-demand, real-time conversation practice with native speakers. Gateway handles all arrangements and appoints a coordinator who provides personalized language enrichment activities.

“Not all students can study in places where the target language is spoken. Gateway Languages brings those places to your students!”

Residential
Language Instruction
Virtual
Language Practice
Enhanced
Student Proficiency

Bridging Global Languages and Students

Gateway Languages provides faculty with flexible semester by semester options to engage students in exploring the linguistic, sociolinguistic, and socio-cultural aspects of the target language through virtual tutorials with professional teachers and conversation practice with native speakers. The process is simple, and no additional technology is required. Departments select among Gateway’s three service plans that vary by the extent to which students can access virtual language instructional resources. All plans offer students access to a virtual platform where they can engage in on-demand, real-time conversation practice with native speakers. Gateway handles all arrangements and appoints a coordinator who provides personalized language enrichment activities.

Gateway Languages Coordinator

Dr. Tim Jansa

Gateway Languages is led by Dr. Tim Jansa, an innovative and visionary postsecondary educator with more than 20 years in world language and intercultural education, training, and higher education administration. Dr. Jansa’s professional experience includes a decade-long career as a German language instructor, intercultural trainer, and language program administrator in various secondary, postsecondary, and both for-profit and nonprofit continuing education settings. From 2013 to 2015, he served as Director of Language Programs at the Goethe-Zentrum/German Cultural Center Atlanta. He believes in the transformative power of language and intercultural learning and and has used his expertise to reimagine college and university world language curricular with proficiency, student retention, and a holistic educational experience in mind.  

His academic research centers on higher education leadership at the intersection of college and university internationalization with postsecondary world language education. His scholarly activity has resulted in several peer-reviewed publications, as well as presentations at both regional and international conferences on topics such as intercultural competence and student motivation for impactful global learning.

Please direct inquiries to tjansa@gatewayinternational.org.

Why Gateway Languages?

Gateway works with world language departments to integrate virtual proficiency-based language instruction and conversation practice with native speakers into residentially taught language courses. Gateway leverages a global network of reputable language providers and an innovative peer-to-peer conversation platform to offer students opportunities for real-time language practice without having to travel abroad. Departments may select among Gateway’s three distinct plans to provide students one-on-one or group tutorials with professionally trained teachers, conversation practice with native speakers, and language enrichment activities. Virtual language practice with native speakers can motivate students to use the target language from day one and boost retention into advanced proficiency levels.

We suggest that these services be viewed as an integral part of an institution’s course design and delivery of each participating language course, with requisite participation of all enrolled students. No minimum course enrollment required.

Gateway will endeavor to accommodate the following commonly taught languages: 
Arabic, English, French, German, Italian, Japanese, Portuguese, and Spanish.

Gateway

How We Can Help Your Institution

Gateway works with university-based world language departments to integrate virtual proficiency-based language instruction and conversation practice with native speakers into residentially taught language courses. Gateway leverages a global network of reputable language providers and an innovative peer-to-peer conversation platform to offer students opportunities for real-time language practice without having to travel abroad. Departments may select among Gateway’s three distinct plans to provide students one-on-one or group tutorials with professionally trained teachers, conversation practice with native speakers, and language enrichment activities. Virtual language practice with native speakers can motivate students to use the target language from day one and boost retention into advanced proficiency levels.

We suggest that these services be viewed as an integral part of an institution’s course design and delivery of each participating language course, with requisite participation of all enrolled students. No minimum course enrollment required.

Gateway will endeavor to accommodate the following commonly taught languages: Arabic, English, French, German, Italian, Japanese, Portuguese, and Spanish.

PLAN A: COURSE INTEGRATION

Gateway works directly with faculty members to integrate customized virtual language learning into residentially taught language courses. As part of Plan A, students will have one-on-one and group-based tutorials with trained language teachers based at reputable language centers around the world. One-on-one tutorials are fully customized to each distinct course syllabus and group tutorial target specific proficiency levels. Gateway provides end-of-term assessment reports that can be factored into course grading. Additionally, students have access to a virtual platform where they can engage in on-demand conversation practice with native speakers. Faculty members can select topic-specific modules to align with course syllabi and monitor student activity. Gateway also offers optional language and intercultural enrichment activities designed to engage students in utilizing the target language in a natural setting. These may include virtual city tours, guest speakers, book recommendations, recipes, links to free podcasts and related media, etc.

Students pay an additional course fee to the home institution that is assessed at the time of registering for each respective course.

Features

PLAN A: COURSE INTEGRATION

Gateway works directly with faculty members to integrate customized virtual language learning into residentially taught language courses. As part of Plan A, students will have one-on-one and group-based tutorials with trained language teachers based at reputable language centers around the world. One-on-one tutorials are fully customized to each distinct course syllabus and group tutorial target specific proficiency levels. Gateway provides end-of-term assessment reports that can be factored into course grading. Additionally, students have access to a virtual platform where they can engage in on-demand conversation practice with native speakers. Faculty members can select topic-specific modules to align with course syllabi and monitor student activity. Gateway also offers optional language and intercultural enrichment activities designed to engage students in utilizing the target language in a natural setting. These may include virtual city tours, guest speakers, book recommendations, recipes, links to free podcasts and related media, etc.

Students pay an additional course fee to the home institution that is assessed at the time of registering for each respective course.

Features

PLAN B: COURSE ENHANCEMENT

Gateway works with faculty members to integrate virtual group tutorials as an enhancement to residentially taught language courses. Faculty members may assign weekly group tutorials with trained language teachers based at reputable language centers around the world. Weekly group tutorials target the development of linguistic skills at specific proficiency levels in the target language. Additionally, Gateway provides students with access to a virtual platform where they can engage in real-time conversation practice with native speakers. Faculty members can select topic-specific modules to align with course syllabi and monitor student activity. Gateway also offers optional language and intercultural enrichment activities designed to engage students in utilizing the target language in a natural setting. These may include virtual city tours, guest speakers, book recommendations, recipes, links to free podcasts and related media, etc.

Departments pay a one-time fee each semester to Gateway. (Departments may elect to assess a required fee of students to cover cost of plan.)

Features

PLAN B: COURSE ENHANCEMENT

Gateway works with faculty members to integrate virtual group tutorials as an enhancement to residentially taught language courses. Faculty members may assign weekly group tutorials with trained language teachers based at reputable language centers around the world. Weekly group tutorials target the development of linguistic skills at specific proficiency levels in the target language. Additionally, Gateway provides students with access to a virtual platform where they can engage in real-time conversation practice with native speakers. Faculty members can select topic-specific modules to align with course syllabi and monitor student activity. Gateway also offers optional language and intercultural enrichment activities designed to engage students in utilizing the target language in a natural setting. These may include virtual city tours, guest speakers, book recommendations, recipes, links to free podcasts and related media, etc.

Departments pay a one-time fee each semester to Gateway. (Departments may elect to assess a required fee of students to cover cost of plan.)

Features

PLAN C: LANGUAGE AND CULTURAL ENRICHMENT

Gateway provides departments with access to an interactive virtual platform through which their students can engage in real-time, peer-to-peer conversation practice with native speakers. Faculty members can select topic-specific modules to align with course syllabi and review reports on their students’ usage of the platform as part of course participation grades. Gateway provides optional language and intercultural enrichment designed to engage students in utilizing the target language in a natural setting. This may include virtual city tours, guest speakers, book and movie recommendations, recipes, links to free podcasts, etc.

Departments pay a one-time fee each semester to Gateway. (Departments may elect to assess a required fee of students to cover cost of plan.)

Features

PLAN C: LANGUAGE AND CULTURAL ENRICHMENT

Gateway provides departments with access to a virtual interactive platform through which their students can engage in real-time, peer-to-peer conversation practice with native speakers. Faculty members can select topic-specific modules to align with course syllabi and review reports on their students’ usage of the platform as part of course participation grades. Gateway provides optional language and intercultural enrichment designed to engage students in utilizing the target language in a natural setting. This may include virtual city tours, guest speakers, book and movie recommendations, recipes, links to free podcasts, etc.

Departments pay a one-time fee each semester to Gateway. (Departments may elect to assess a required fee of students to cover cost of plan.)

Features

Program Fees

Gateway offers three distinct plans that provide students one-on-one or group tutorials with professional teachers, conversation practice with native speakers, and language enrichment activities. Unless otherwise directed, all charges will be payable upon invoice to participating departments.  (Departments may opt to assess a fee of participating students.) Plans and prices vary for summer and short-term programs and language of instruction.  For 2020-2021, the pricing for Spanish language instruction is as follows:

Plan Type Price Description
Plan A:
Course Integration
$430 per student/semester, includes ten 30-minute custom one-on-one tutorials, ten group tutorials, ten 15-minute peer conversation sessions, and access to language and cultural enrichment activities.
Plan B:
Course Enhancement
$140 per student/semester, includes ten group tutorials; ten 15-minute peer conversation sessions, and access to language and cultural enrichment activities.
Plan C:
Language and Cultural Enrichment
$100 per student/semester, includes ten 15-minute peer conversation sessions and access to language and cultural enrichment activities.

Additional Services

Institutions may also wish to call upon Gateway to provide customized language programs for those students preparing to participate in Virtual Exchange/COIL or mobility-based education/study abroad. Gateway can offer tailored “daily communication” instruction to faculty-directed student cohorts designed to jumpstart the language learning and cultural adjustment process. These modules can be customized to address a range of needs from culturally appropriate behavior, survival skills, and basic greetings to advanced language support and intercultural learning, depending on the nature and duration of the education abroad program.

Institutional clients who wish better to prepare students for internships, externships, or attending a university in a specific target country will benefit from our services. Modules are designed predominantly for advanced language users but can be adjusted to teach business etiquette, cultural knowledge, and language skills for easier integration into the work or academic environment.

Additional fees apply.

Questions?

Please direct inquiries to Dr. Tim Jansa at tjansa@gatewayinternational.org.

Our Team

Dr. Tim Jansa

Aynn Setright

Milla Budiarto

Matteo Talotta

Our Partners

Tim Jansa

AFFILIATE

Dr. Tim Jansa is a scholar-practitioner and postsecondary administrator with more than 20 years’ experience in adult language and intercultural education, training, and higher education administration. His research centers on leadership at the intersection of postsecondary internationalization with world language teaching and learning. He holds a doctorate in Educational Leadership from Georgia State University.

After growing up in Germany, he emigrated to the United States in 1996 and has worked at large, diverse, and internationally active research universities as an international student, faculty member, and administrator. These experiences have granted him profound insights into the dynamics of international postsecondary programs and their ability to change students’ lives.  He believes in the transformative power of international and intercultural encounters that help our students grow as global citizens and equip graduates with the knowledge, attitudes, and skills to address the many urgent problems facing humankind.  

His scholarly activity has resulted in several peer-reviewed publications and presentations at both regional and international conferences on topics such as intercultural competence and student motivation for global learning.  He currently researches shifts in leadership behaviors and goals necessitated by changes in internationalization strategies away from student mobility and toward on-campus programs and curriculum integration due to the COVID-19 global pandemic.

The Gateway Approach

Gateway’s Method for a holistic and formative language learning experience

Effective, sustainable, and meaningful language learning incorporates multiple competencies that allow for a holistic and formative student experience. Gateway’s supplemental instructional modules address both language and intercultural dimensions as determined by our clients. Depending on the proficiency level, Gateways providers will target linguistic, sociocultural, and sociopragmatic (behavioral) competencies:

General Language Proficiency:
Institutions or departments wish to support their undergraduate language programs with supplemental instruction and tutoring support for students most of whom who either fulfill a graduation requirement or are basic novice or intermediate users with the desire to develop higher-level proficiency over time.

Intercultural Learning:
Our clients may wish to support their learners at all proficiency levels in acquiring the knowledge, skills, attitudes, and behaviors necessary to communicate both effectively and appropriately in a foreign cultural context. Intercultural learning modules are designed to provide instruction and hand-on training both in the institution’s home language, as well as the language(s) spoken in the target country.

Sociopragmatic Competence:
Sociopragmatic competence is a fundamental aspect of language in which speakers are able to effectively adjust their speech based on the specifics of a social situation, such as varying levels of formality, knowing when and how to contribute to a conversation, and being able to incorporate cultural clues into the choice of language used. Gateway clients and their students will have access to learning environments in which realistic language exchange at any proficiency level helps learners develop the ability to transition confidently between various social and cultural situations while using the target-language.

Standards & Guidelines

Gateway strives to accommodate learners at all proficiency levels

Gateway supports holistic and well-rounded language study and the development of active real-life proficiency in the target language, sociopragmatic competence, as well as intercultural understanding and functionality. Gateway’s services align with both the World-Readiness Standards for Learning Languages and associated can-do proficiency statements by the American Council on the Teaching of Foreign Languages (ACTFL) and the National Council of State Supervisors for Languages (NCSSFL), as well as the Common European Framework of Reference for Languages (CEFR), which provides internationally recognized standards for language instruction and proficiency assessment.

ACTFLs World Readiness Standards embed a learners ability to use, interact, understand, interpret, reflect, relate, investigate, present, and explain within five primary domains (the 5 Cs): effective and appropriate communication, embracing the perspectives of different cultures, forming cross-disciplinary connections, drawing linguistic and cultural comparisons, and participating in multilingual and multicultural communities.

The ACTFL framework includes detailed proficiency level descriptors. A language users skills e defined by their ability to perform functions that gradually increase in complexity and mastery.

As ACTFL’s Inverted Pyramid (see image) indicates, learners at the Novice (N) level are able to communicate with formulaic and rote utterances, lists, and phrases.” Intermediate (I) level speakers can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction.” Advanced (A) users have the ability to narrate and describe in all major time frames and handle a situation with a complication,” while learners who have reached Superior (S) and Distinguished (D) proficiency can function in virtually all social situations with relative ease and finesse.

The Novice, Intermediate, and Advanced levels are further divided into three stages of progression: low (L), mid (M), and high (H). This structure results in a total of eleven distinct stages (Novice Low [NL], Novice Mid [NM], Novice High [NH]; Intermediate Low [IL], Intermediate Mid [IM], Intermediate High [IH]; Advanced Low [AL], Advanced Mid [AM], Advanced High [AH]; S[uperior]; D[istiguished]) each of which ACTFL defines in great detail in both the five “C” dimensions, as well as in terms of intercultural knowledge, understanding, and representational ability (ACTFL, 2017).

Alignment with these standards allows Gateway to offer a consistent range of services at various price points and to communicate outcome expectations to our global network of service providers based on clearly delineated proficiency indicators. Gateway will liaise with home institution faculty and host providers to ensure that services and target proficiencies are met. Please note that most college and university students will be studying at the Novice (A1) to Advanced-Mid (B2) level. Gateway strives to accommodate learners at all proficiency levels.

Standards & Guidelines

Gateway strives to accommodate learners at all proficiency levels

Gateway supports holistic and well-rounded language study and the development of active real-life proficiency in the target language, sociopragmatic competence, as well as intercultural understanding and functionality. Gateway’s services align with both the World-Readiness Standards for Learning Languages and associated can-do proficiency statements by the American Council on the Teaching of Foreign Languages (ACTFL) and the National Council of State Supervisors for Languages (NCSSFL), as well as the Common European Framework of Reference for Languages (CEFR), which provides internationally recognized standards for language instruction and proficiency assessment.

ACTFLs World Readiness Standards embed a learners ability to use, interact, understand, interpret, reflect, relate, investigate, present, and explain within five primary domains (the 5 Cs): effective and appropriate communication, embracing the perspectives of different cultures, forming cross-disciplinary connections, drawing linguistic and cultural comparisons, and participating in multilingual and multicultural communities.

The ACTFL framework includes detailed proficiency level descriptors. A language users skills are defined by their ability to perform functions that gradually increase in complexity and mastery. The ACTFL framework includes detailed proficiency level descriptors. A language users skills are defined by their ability to perform functions that gradually increase in complexity and mastery. As ACTFL’s Inverted Pyramid (see image) indicates, learners at the Novice (N) level are able to communicate with formulaic and rote utterances, lists, and phrases.” Intermediate (I) level speakers can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction.” Advanced (A) users have the ability to narrate and describe in all major time frames and handle a situation with a complication,” while learners who have reached Superior (S) and Distinguished (D) proficiency can function in virtually all social situations with relative ease and finesse.

The Novice, Intermediate, and Advanced levels are further divided into three stages of progression: low (L), mid (M), and high (H). This structure results in a total of eleven distinct stages (Novice Low [NL], Novice Mid [NM], Novice High [NH]; Intermediate Low [IL], Intermediate Mid [IM], Intermediate High [IH]; Advanced Low [AL], Advanced Mid [AM], Advanced High [AH]; S[uperior]; D[istiguished]) each of which ACTFL defines in great detail in both the five “C” dimensions, as well as in terms of intercultural knowledge, understanding, and representational ability (ACTFL, 2017).

Alignment with these standards allows Gateway to offer a consistent range of services at various price points and to communicate outcome expectations to our global network of service providers based on clearly delineated proficiency indicators. Gateway will liaise with home institution faculty and host providers to ensure that services and target proficiencies are met. Please note that most college and university students will be studying at the Novice (A1) to Advanced-Mid (B2) level. Gateway strives to accommodate learners at all proficiency levels.

ACTFL/CEFR Equivalency Table and Descriptors

Aynn Setright

AFFILIATE

Aynn Setright first went to Nicaragua in the 1980s with Witness for Pease, Now, over 30 years later, Aynn continues to live and work in Nicaragua with having participated in peace building, women’s non-governmental organizations, and the Nicaraguan university system.  For 17 years Aynn worked as the academic director of a study abroad program in Nicaragua developing, executing, and accessing experiential educational leaning opportunities.  For the last four years Aynn was the academic dean for the Latin American and Caribbean for the School for International Training.  In this position Aynn supervised 18 semester-long and summer programs, she developed new programs for the portfolio and established partnerships with local universities and organizations to support the on the ground delivery of the academic experience.  During her tenure as dean Aynn spearheaded projects in Latina America on decolonizing pedagogies and syllabi enhancement.  Aynn earned an MA in Latin American and Caribbean History from the Universidad Nacional Autónoma de Nicaragua (UNAN), Managua. She is a doctoral candidate at the University of Zulia, Venezuela, and is pending the defense of her dissertation on Central American ecofeminism.   Aynn is a member of the Latin American Studies Association as well as in the Central American Historians Association.

Milla Budiarto

AFFILIATE

Milla Budiarto was born and raised in Papua, Indonesia. After graduating from high school, she moved halfway around the world to the U.S. to further advance her higher education. She made Louisiana State University her alma mater and Baton Rouge her new home. She received numerous scholarships in college and earned a Bachelor of Science in Biology degree with a minor in business administration. During her graduate school years, she was awarded with a graduate school scholarship and an assistantship to pursue her Master of Science in Environmental Sciences degree with a concentration in environmental planning and management. 

After having spent 10 years in the U.S. studying and working, Milla embarked in a new journey to Thailand to learn the art of Muay Thai (Thai boxing) and to start her teaching career. She has been teaching English as a Second Language since 2012 to a wide range of students from high school, vocational school, university to adult learners. In 2017 she became an international affairs specialist in a reputable university in Phuket and she is still teaching from time to time. Motivated by her firsthand experience as an international student, she is a proponent of international education and intercultural learning in higher education.   

Matteo Talotta

INTERN

An Italian-Canadian, Matteo Talotta grew up just north of Toronto and from a young age had an interest in different cultures, countries and people. He received a BA in Political Science and Italian studies from the University of Toronto in 2017. He studied abroad in Florence, Italy in the fall of 2015, an experience that changed the course of his academic career and post-academic career aspirations. Throughout his undergraduate studies, Matteo worked for various cultural and language-related organizations, honing his intercultural competencies and client service skills. He moved to the United States immediately after to pursue an MA in Italian Language and Literature at the University of Pittsburgh, graduating in 2019. 

While pursuing his MA Matteo taught Italian language courses at the university and also worked in Rome, Italy during the summer of 2018 as an assistant program coordinator for the “Pitt in Rome” study abroad program. This experience enhanced his desire to work in the international education field and give back to students seeking to broaden their horizons. In addition to his professional pursuits, Matteo enjoys playing soccer, learning new languages (currently at four) and writing for his blog.