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Vision, Mission and Principles

Vision

Our vision as the foreign languages and preparatory school is not only to raise the quality of education in foreign languages and learning a foreign language but also to provide students' who have come from, The North Cyprus Turkish Republic (TRNC), the Turkish Republic (TC) and other countries, the opportunity to develop their foreign spoken and written language skills, which is required in autonomy, societal, career and educational fields. Additionally, our vision is to exhibit a high level of foreign language teaching at worldwide standards, to gain accreditation for programs, and to exploit creative activities in order to:

  • Compete on a national and international level;
  • Be sensitive to national and universal problems, to be aware of oneself and to able to stand on own two feet;
  • Not to be prejudiced in terms of race, religion, cult, color of skin; to place high importance upon human values;
  • Be accustomed to and aware of cultural differences, to have great sense of empathy;
  • Develop oneself and be open to change;
  • Be aware of what their own learning curve entails;
  • Be able to use new technology;
  • Have a modern, innovative frame of mind;
  • Be of use to society, respect others, and to believe in team spirit;
  • Be competent in critical thinking;
  • Have strong interpersonal skills, the ability to make analysis;
  • Be aware of social responsibility and environmental issues;
  • Be assimilated to universal cultures, to have respect for ethical values;

Mission

As the EMU English preparatory school and the foreign languages division our mission is: 

  • To improve the education system to European standards, and continually develop itself
  • To possess a democratic, modern, multi-cultural, content system, which also provides equal opportunities.
  • To continually update its foreign languages education to meet students' needs and desires which is changing at fast pace, at European standards.
  • To organize all its foreign languages programs within language education according to the European framework of a joint proposal for languages; additionally, to administer teaching suitable to the aim and content of this criteria.
  • To adopt the foreign languages programs according to the structure of the Taba- Tyler model.
  • Do studies to improve the programs; to do needs' analysis and evaluation studies in relation to program design and learning theories in order to form a foundation for the programs given
  • Identify or organize objectives in relation to the results obtained from the needs' analysis in order to specify the objectives of the programs or the learning outcomes.
  • To produce a measure and evaluation in relation to product and performance that is suited to the program objectives.
  • Using  (C-Context, I-Input, P-Process, and P-Product) in the evaluation process of the programs to increase the quality of teaching services with the error correction method. 
  • To consider program development studies as on-going process which is open to innovation.
  • As the preparatory school, provide registered students with an orientation service.
  • To give a student oriented, constructivist and product focused education.
  • Basing importance on equal opportunity, togetherness and providing a compatible environment for learning and teaching.
  • To create activities for students to use the foreign language outside the classroom environment.
  • To enable educational technology to be widespread and an active part of learning and education and also to provide environments that support multimedia technology.
  • To organize a suitable environment for those students who have special needs in order to get the best out of the programs.
  • To enable students to achieve a lifelong desire to continually develop foreign language skills and abilities.
  • Encouraging students to learn more than one language, facilitating this process and helping students to develop being multi lingual and multi-cultural.
  • To enable students to obtain internationally recognized certificates in order to compete on an international level and to be at an advantage.
  • To develop students' foreign language skills and abilities needed for individual, career and educational fields.
  • To help students achieve a competent level of the foreign language they are learning to be able to use it academically and also in their day to day lives. In addition, doing activities in and out of the classroom to practice.
  • To ensure students can exploit any foreign language to identify information and produce it where necessary.
  • To ensure students' are confident individuals, taking advantage of knowing a foreign language in terms of not being hesitant in trying new ventures.
  • To enable students to follow and keep up to date with new world developments due to knowing a foreign language.
  • Students can take advantage of knowing a foreign language in team working environments.
  • Students learning a foreign language can benefit from interacting with different cultures and to treat each other with respect.
  • Enable students learning a foreign language, to use it at a level in which they can express themselves and understand foreigners using the language.
  • To provide opportunities for students learning a foreign language to express their thoughts and opinions.
  • To provide students learning a foreign language with various educational environments
  • To help students learning a foreign language identify their weaknesses so they can improve them and give them a chance to rectify their mistakes.
  • To give students learning a foreign language the sole responsibility for their learning and encourage them to be independent during this period.
  • To enable students learning a foreign language to put into practice what they've learnt by providing suitable environments for them to communicate in.
  • To increase students' social responsibility and awareness in terms of societal and environmental problems by getting them involved in social responsibility projects.
  • To present students' with activities which emphasize the importance of ethical values in their academic and everyday lives.
  • To place importance on students' self-autonomy, to do research for student's individual needs and give therapy.
  • To develop a student's enthusiasm for reading and writing in the foreign language.

Principles

Foreign Languages and English Preparatory School acknowledges the following as its principles;

  • Adapting its education system to European Union standards, making its programs adaptable to the Common European Framework for Language, and continuously renovating itself;
  • Helping students who completed Preparatory School and started studying in their departments for their foreign language needs in academic setting via Foreign Languages Division;
  • Using English as the medium of instruction in both Preparatory School and Foreign Languages Division where support is provided for programs whose medium of instruction is also English; using Turkish as the medium of instruction in Turkish Preparatory School and Turkish classes; using the target language as medium of instructions in other offered courses;
  • Making sure the rules, regulations and university by-laws are followed in students' lateral and vertical transfers between programs;
  • Based on each individual can be educated, can learn and improve principle; providing opportunities for students to continue their education in groups with similar language skills;
  • Organizing courses and source books based on student-centred, cooperated learning, constructive education approach and benefitting from computer technologies;
  • Developing an understanding towards skills, concepts and life through course programs;
  • Implementing programs considering flexible and individual differences through individualized educational programs;
  • Determining the books to be used in courses, among those meeting the Common European Framework for Languages criteria, by taking the needs of students and Faculty/Department into consideration by school administration and teachers;
  • Developing understanding skills and analytical thinking rather than memorizing and recalling information;
  • Establishing alternative measurement and assessment methods (student's portfolio or process-oriented writing) in addition to tests and exam;
  • Implementing constructivism rather than plain lecture in teaching;
  • Aiming student-centred teaching rather than teacher, program-based, book-bound and exam-centred teaching;
  • Taking teaching based on individual differences as foundation instead of average student type-based teaching;
  • Implementing programs in a flexible manner instead of strict practices;
  • Fostering collaborative learning instead of competitive and individual learning;
  • Considering the demands of the technology age, encouraging the use of computer technologies in all programs to improve the computer skills of students and using this in foreign language learning in a creative manner;
  • Including the cultural, social and environmental issues of any foreign language taught in program and course books;
  • Following the exemption criteria decided in collaboration with Faculties, Departments and Schools in exemptions from foreign language education programs.