Schools

The Global Language Center (GLC) is a secondary department of Xi’an Eurasia University, responsible for the construction and reform of language courses, course implementation and research, and providing comprehensive English academic guidance and support to all teachers and students of the university.

GLC currently has 59 foreign language teachers, of which 40% have an international background, 95% hold a master’s degree or above, 15 are certified by the national translation qualification, and 15 have the CELTA international English teacher qualification. In addition to providing language course teaching services, it has a Training Department, a Continuing Support Center, a Competition and Activities Center, and a Research and Pedagogy Center.

GLC has always been committed to activating organizational vitality, strengthening the construction of the teaching staff, deepening curriculum reform, focusing on students to improve the quality of education and teaching, and enhancing the international atmosphere of the entire school, thereby facilitating the implementation of the school’s local internationalization strategy.

Varied and abundant courses

GLC is an international comprehensive learning center created by Xi’an Eurasia University by leveraging its long-standing advantages in international education. It achieves comprehensive breakthroughs in teaching space, faculty strength, teaching system, and teacher research from an innovative and international perspective. Since its establishment, Global Language Center has built a curriculum system based on language teaching, including College English, College Japanese, Academic English, Sino-foreign cooperative IELTS courses, and a variety of elective courses.

The “College English” course is a compulsory course offered to undergraduate students of non-English majors. The course runs through the first two years of undergraduate studies, aiming to cultivate students’ English language proficiency, enhance their cross-cultural communication awareness and abilities, and improve their language test-taking skills. Based on this goal, the course construction makes full use of modern information technology and adopts multimedia and online learning platforms to extend English classrooms and improve students’ autonomous learning ability; organizes rich student activities and language competitions to simulate real-life scenarios of language use, providing students with platforms and opportunities for cross-cultural communication; establishes a systematic CET-4 language testing coaching course to enhance students’ test-taking abilities. The course construction takes information-based teaching as the means, CET-4 teaching as the breakthrough point, and student activities and competitions as the external display of the course construction, advancing the reform of college English in a planned and focused manner.

The “College Japanese” course has been offered to students taking the Japanese language examination since 2020. The course combines teacher-led classroom instruction with students’ self-study outside class, integrates theory and practice both inside and outside the classroom, and adopts a blended teaching approach combining online (Tronclass and WE Learn) and offline sessions, supplemented by Japanese morning reading and extracurricular activities. The course progresses step by step, focusing on enhancing students’ comprehensive abilities in listening, speaking, reading, translation and expression. The course is based on textbooks, and through several modules of teaching activities such as core vocabulary, key grammar, common sentence patterns, thematic dialogues, comprehensive application, expansion training, and CJT-4, it builds a basic Japanese knowledge system and enhances comprehensive application abilities. Through classroom discussions and presentations, group cooperative learning, etc., students conduct independent exploratory learning on the course topics. By sorting out knowledge points and identifying key and difficult points, teachers and students have thought-provoking interactions. Feedback, expansion, analysis, and challenging responses are provided to stimulate students’ thinking, helping them deepen their understanding, acquire meaning, and develop thinking skills from practical experience, thereby cultivating learning interest, enhancing learning experience, and improving learning effectiveness.

The “Academic English” series of courses are compulsory English bridging courses offered by the International Program Course Group for junior students of international and bilingual class, aimed at improving students’ English proficiency and preparing them for academic studies abroad. The “Academic English” series of courses are divided into two modules: listening and speaking, as well as reading and writing, with a focus on enhancing students’ English speaking and academic paper writing abilities. The teaching is conducted through a combination of classroom lectures and on-site simulation training. The course content is benchmarked against up-to-date academic resources and cases from both domestic and international sources in real-time, and corresponding academic training plans are tailored for students from different majors. Through this course, students can acquire practical skills such as listening note-taking, academic discussions, presentations, literature collection, and academic writing, enabling them to excel in listening to English academic presentations, communication and interaction, speech presentations, literature reading, and paper writing.

GLC offers students of the Sino-US cooperative program a series of “College English” courses during their freshman year, focusing on IELTS and Duolingo English Test. These courses enable them to acquire additional exam related skills beyond basic language knowledge such as vocabulary and grammar. The aim is to help them achieve breakthroughs in English proficiency and exam techniques within a short period of time, and obtain the required language scores for the US course registration by the end of their freshman year. The center provides students of this program with a series of courses on “English Academic Paper Writing” during their sophomore year, cultivating their ability to take notes in academic papers and write comments after reading and teaching them how to select topics, write literature reviews, design and complete actual writing, and use academic paper norms, which are the basic methods for conducting academic research.

GLC offers multiple language-related elective courses to all students, such as “French”, “Society and Culture of English-speaking Countries”, “Graduate English”, “Appreciation of English Film and Television” and “Women of the World”. The currently offered elective courses and the potential courses under development all perfectly integrate language and culture or exams, improving students’ language literacy while subtly cultivating their cross-cultural communication skills and creating a new generation of young talent cultivation brand that emphasizes both global vision and internationalization capability. GLC teachers, with their unity and wisdom, fully utilize the advantages of language, combining it with various elements to enhance the fun and feasibility of classroom teaching. They assist in covering the core college English courses for all students, closely linking all the courses of the center to form rich branches and complementing each other, playing an important role in students’ language learning and ability improvement. At the same time, they also contribute to the deepening of the school’s internationalization process. In the future, while focusing on core courses, the Global Language Center will also continuously improve and develop more excellent elective courses, serving all students throughout the school.

Collaborative education between secondary schools

In the context of the school’s local internationalization strategy, “deepening teaching reform, strengthening integration with the secondary schools, taking education as the core, and contributing to quality improvement” has become a consensus of the Global Language Center.

In order to strengthen the integration of college English with majors, improve the English learning ability of students in each secondary school, increase the bond between students and English teachers, and meet the specific needs of different disciplines, in June 2021, Global Language Center dispatched 37 teachers from College English Course Group to 7 secondary schools. The teaching teams of each secondary school carry out personalized teaching based on the characteristics of their respective majors, in addition to meeting the unified teaching requirements of college English courses. The work content is divided into three aspects: improving CET-4 abilities, cultivating English learning habits, and creating an English learning atmosphere.

In order to improve students’ CET-4 scores, the teachers organize CET-4 mock tests and provide targeted CET-4 training and guidance. At the same time, each secondary school actively organizes sharing sessions, inviting students who have achieved high scores in CET-4 to share their preparation experience and learning methods, thereby enhancing the efficiency of preparation and promoting mutual learning and cooperation.

By means of morning reading, students can cultivate good English learning habits. The teachers formulate the content and plan for morning reading, and students choose morning reading content according to their own interests and carry out the plan. At the same time, through holding characteristic activities such as morning reading recitation, audio-visual speaking activities, and morning reading word dictation, the forms of morning reading are enriched, and students’ enthusiasm and participation are enhanced.

In order to create an English learning atmosphere, the teaching team has collaborated with secondary schools to hold a series of English activities, such as the English Fun Dubbing Competition, English Word King Contest, English Debate Competition, English Speech Competition, and English Vlog Competition. Students actively participated in these activities, which enhanced their confidence in learning English and their sense of self-identity, and improved their English communication and expression abilities.

The teachers of college English teaching team not only meticulously design and guide morning reading and English activities for students, but also actively guide them to study efficiently during the class. Moreover, they pay attention to providing rich course guidance both inside and outside the classroom, online and offline, allowing students to learn English in a relaxed and pleasant atmosphere and improve their comprehensive English application ability, and also provide a platform for new students to showcase themselves and promote English communication, helping students move forward steadily on the path of English learning.

The dispatched teaching team and the secondary schools collaborate and support each other, dedicated to enhancing students’ English learning experience and international perspective. They actively explore teaching models that integrate with different majors, and encourage students to expand their thinking and engage in active learning.

Research and academic work

The research and academic work of Global Language Center focuses on international perspectives and cultural dissemination. Starting from the language learning-oriented perspective, it concentrates on teaching models, teaching designs, and teaching reforms, radiating social services. Through various activities such as diverse exchanges, academic lectures, and workshops, it enhances teachers’ academic competitiveness. Under the strategic thinking of focusing on applied research and serving local economic and social development, it realizes high-level scientific research development. In the past three years, GLC teachers have published 62 general journal papers and 20 core papers and applied for 36 projects of all levels and types, have been funded for 14 projects, and have published two textbooks. The teachers have participated in more than ten important foreign affairs activities as interpreters and translators. In the past two years, our center has made significant breakthroughs in the Industry-University Collaboration Project of the Ministry of Education, the Major Theoretical and Practical Issue Research Project of the Provincial Social Sciences Association, the 14th Five-Year Plan Project of Educational Science in Shaanxi Province, and Social Science Research Project of Xi’an. The teachers have grown rapidly in scientific research and have demonstrated their expertise in their respective fields.

Activities and competitions

Global Language Center has been actively organizing teachers and students to participate in various competitions in order to enhance the quality of education and teaching as well as students’ English language proficiency, and has achieved remarkable results. GLC teachers have continuously broken through and won awards in competitions such as Foreign Language Teaching and Research Press Star Teacher Contest, the Higher Education Foreign Language Course Ideological and Political Teaching Design Competition in Central and Western Regions, and the Shanghai Foreign Language Education Press National Foreign Language Teaching Contest, both individually and as a team. In 2022, they won the Special Prize in the National Semi-finals and the Third Prize in the National Finals of FLTRP Star Teacher Contest; they also won two First Prizes and one Second Prize in the team category of the Higher Education Foreign Language Course Ideological and Political Teaching Design Competition in Central and Western Regions. The participation and success of teachers in these competitions have enabled the implementation of some teaching theories and designs, improved the quality of teaching, and maximized the promotion of teaching through competitions and the empowerment of education.

Global Language Center adheres to the principle of “student-centered”, actively providing students with platforms for practice and communication, organizing students to participate in various extracurricular competitions at all levels and having achieved outstanding results. Students have consecutively won two provincial-level Second Prizes and ten Third Prizes in the “FLTRP · ETIC Cup” English Reading Contest; one provincial-level Second Prize and eleven Third Prizes in the Writing Contest; and five provincial-level Third Prizes in the Public Speaking Contest. In 2022, they won one Special Prize and six First Prizes in the National English Competition for College Students (NECCS), and the Special Prize was the only one awarded among similar universities. Various English competitions not only provide students with a broad stage to showcase their foreign language abilities, communication skills and critical thinking abilities, but also serve as a test of students’ language learning in the classroom. These competitions not only broaden students’ horizons and help them gain a deeper understanding of themselves, but also promote the international learning atmosphere of the school. Through these competitions, teachers and students constantly reflect and innovate, accumulate and improve, and develop themselves while achieving each other’s success. From the enthusiastic participation and fruitful results of teachers and students, we can see greater possibilities for the future.

Continuing Support Center — after class relay

The Continuing Support Center (CSC) is an ideal place for students to learn English for free during their spare time. It is a virtual organization under Global Language Center. Adhering to the educational philosophy of “student-centered”, CSC aims to provide diverse, interesting and practical English learning activities to help students improve their English proficiency, broaden their horizons, and enhance their confidence. Students with any level of English proficiency can find suitable activities here, such as Living English, Open Class and English Consultation. CSC has recruited professional Chinese and foreign English teachers, who are experienced and passionate about teaching. They can provide personalized guidance and feedback to students, allowing them to learn English in a relaxed and enjoyable atmosphere and enhancing their confidence and interest in learning English. In addition, CSC collaborates with on-campus student clubs, off-campus organizations, and other universities to provide students with more opportunities for communication and learning, exposing them to different cultures and ways of thinking.

CSC conducts various types of activities on a monthly basis in a rolling manner, providing high-quality English learning support services for English learners of different levels. Through a variety of interesting English activities, students are encouraged to speak up, do hands-on work, seek help from peers, and speak on stage during non-classroom periods, to “play” English together.

Social service

To support the future development of Eurasian students, and to empower their academic and career journeys, Global Language Center adheres to the cutting-edge international teaching philosophy, offering a wide and balanced curriculum, efficient and flexible resources and tools, to help students achieve outstanding academic achievements, cultivate forward-looking international perspectives, and discover the talents and potential of each student.

IELTS on-campus courses

Global Language Center is an officially recognized IELTS institution with professional teaching qualifications. All teachers have an international education background, hold international teacher qualification certificates and possess practical and rich frontline teaching experience. The IELTS on-campus courses are open to all Eurasian students, and scientific teaching management runs throughout the entire teaching process. After understanding students’ learning ability profile, an IELTS-based evaluation system is adopted at each teaching stage before, during, and after class to ensure that students can obtain teaching content which is at the same international level and achieve the abilities required by the international language assessment system. At the same time, teachers from GLC are willing to return the right to choose to students, stimulating their enthusiasm and confidence in learning. They will also customize different teaching solutions according to the differences in students’ comprehension and mastery abilities.

Currently, the IELTS on-campus courses offered by GLC have different class types, including 25-person intensive classes, one-on-one teaching, and small class teaching, etc., which can be adjusted according to individual students’ score requirements and study plans, striving for personalized student learning service support and full-process learning management services.

CET-4 and CET-6 score-boosting courses

The CET-4 and CET-6 score-boosting courses offered by GLC are open to all Eurasian students. The teachers are all graduates from renowned universities both at home and abroad, with master’s degrees or above, as well as years of frontline teaching experience. In terms of CET-4 and CET-6 teaching, the teachers design courses following the concept of formative assessment, starting from the actual needs and difficulties of students, emphasizing the exploration and cultivation of students’ critical thinking, and are skilled at adopting authentic task-based learning methods to enhance students’ listening, speaking, reading and writing skills. To achieve full-process and all-round teaching management, the teachers provide students with practical and reliable assistance in terms of problem-solving skills, language knowledge, ability improvement, teaching and training, and learning guidance.