This curriculum vitae summarizes the qualifications and experience of Louise Pirie. She holds a Bachelor of Education degree in primary education from Sheffield Hallam University and a CELTA certificate. Her teaching experience spans over 25 years working in various countries teaching English to students of all ages. She is qualified to teach Business English, IELTS exam preparation, and general English.
The Academic brochure includes detailed information about ESE's internationally-recognised exams for university admission and career improvement. In January 2014, ESE will welcome its first cohort of students following the International Foundation Year (IFY) in partnership with NCC Education UK.
ESE has also become an authorised TOEIC test centre with exams starting in January 2014.
Globalization and market integration have made languages an essential tool for worldwide communication. Nowadays, English knowledge is spread internationally, its importance is growing, and educational systems introduce students to English learning at an increasingly early age. However, until now, very little was known about the determinants of English competences, which di erences are linked to country speci c factors and which policy educational measures can be taken to improve the English level of
students at the end of compulsory education. This paper uses data from the European Survey of Language Competences (ESLC), which allows to make the rst study that addresses these queries. By making use of an
educational production function, where the `outcome' is the level of English acquired in the evaluated competences, we can infer which are the determinants of English performance at the end of compulsory education.
English class size is a particularly important feature of the educational systems because it can be quite easily modi ed by policy makers. Following Woessmann (EP, 2005) class size European study in sciences cognitive skills, and implementing similar techniques, previously developed by Angrist and Lavy (QJE, 1999), we obtain a statistically signi cant causal result: bigger English classes perform better on average than smaller ones in Reading and Writing competences.
The description of a 12 years experience in which kids are grown polyglots. It is a scientifical experiment and true story, planned and fully accomplished. It can help all the readers to do the same with their kids also in other fields of knowledge. Billions of people can take usefull teachings from this book. Written in English.
After the ‘new migration’: re-examining perceptions and experiences of teachi...RMBorders
Presentation by Naomi Flynn at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
What are some of the difficulties Arabic writers face when writing in English? Emina Tuzovic, an English Trainer at The London School of English has vast experience in teaching Arabic learners English. From this experience, she gives solutions on how we, at The London School of English, help Arabic speakers with their writing. The slides contain useful tips for Arabic learners and teachers of English for Arabic students.
https://www.londonschool.com/
The Academic brochure includes detailed information about ESE's internationally-recognised exams for university admission and career improvement. In January 2014, ESE will welcome its first cohort of students following the International Foundation Year (IFY) in partnership with NCC Education UK.
ESE has also become an authorised TOEIC test centre with exams starting in January 2014.
Globalization and market integration have made languages an essential tool for worldwide communication. Nowadays, English knowledge is spread internationally, its importance is growing, and educational systems introduce students to English learning at an increasingly early age. However, until now, very little was known about the determinants of English competences, which di erences are linked to country speci c factors and which policy educational measures can be taken to improve the English level of
students at the end of compulsory education. This paper uses data from the European Survey of Language Competences (ESLC), which allows to make the rst study that addresses these queries. By making use of an
educational production function, where the `outcome' is the level of English acquired in the evaluated competences, we can infer which are the determinants of English performance at the end of compulsory education.
English class size is a particularly important feature of the educational systems because it can be quite easily modi ed by policy makers. Following Woessmann (EP, 2005) class size European study in sciences cognitive skills, and implementing similar techniques, previously developed by Angrist and Lavy (QJE, 1999), we obtain a statistically signi cant causal result: bigger English classes perform better on average than smaller ones in Reading and Writing competences.
The description of a 12 years experience in which kids are grown polyglots. It is a scientifical experiment and true story, planned and fully accomplished. It can help all the readers to do the same with their kids also in other fields of knowledge. Billions of people can take usefull teachings from this book. Written in English.
After the ‘new migration’: re-examining perceptions and experiences of teachi...RMBorders
Presentation by Naomi Flynn at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
What are some of the difficulties Arabic writers face when writing in English? Emina Tuzovic, an English Trainer at The London School of English has vast experience in teaching Arabic learners English. From this experience, she gives solutions on how we, at The London School of English, help Arabic speakers with their writing. The slides contain useful tips for Arabic learners and teachers of English for Arabic students.
https://www.londonschool.com/
1. CURRICULUM VITAE
LOUISE PIRIE
B.Ed Hons Primary Education
CETLA (TEFL) Cambridge exams
Contact
UK Tel +44 (0)7714940242 (Mobile)
UK Tel +44 (0)114 2661270 (Landline)
Skype: lpirie2015
Email:
louisepinalou@gmail.com
& louisepirie@hotmail.co.uk
2. QUALIFICATIONS
BACHELOR OF EDUCATION HONOURS DEGREE ( B.Ed )
Sheffield Hallam University 1989-1993
CTEFL certificate (Cambridge exams)
Hammersmith and West London College of Further Education 1993
A LEVELS English literature
History
O LEVELS English language Geography
English literature Mathematics
Art
French
History
ROYAL SCHOOL OF MUSIC Grades 1-6 Piano Playing
and Grades 1-5 Theory of Music
TEACHING EXPERIENCE
2016 Present employer: Marcus Evans Linguarama, residential
centre, Wiltshire. Business English Programmer and Trainer.
Tailor made Business English training focussing on
presentations, negotiations, report and email writing for
international business professionals.
2016 Absolutely English, (summer school) Dorset, England. One
month contract teaching English with activities to teenagers.
2014-16 Marcus Evans Linguarama, Dusseldorf, Germany. Business
English training in insurance, reinsurance, chemical, property
development companies, accountancy and finance companies
in the North West of Germany.
3. 2014 Absolutely English, (summer school) Dorset, England. One
month contract teaching English with activities to teenagers.
2014 The British Council, Sultanate of Oman (6 month contract
November 2013- end of May 2014) IELTS and General
English to adults plus a young learner programme for ages 8-
18 years.
2013 The British Council, Doha, Qatar (4 month contract) General
English (Young learners and adults) (March- July 2013)
2013 Jan The British Council, South Sudan: IELTS to the SPLA (the
Military of South Sudan). British Home office and M.O.D
contract with The British Council.
2012-13 EEC Anglo, Teacher of Business English at BAT
(British American Tobacco) Istanbul, Turkey.
2011-12 The British Side, Istanbul
Instructor of Business English, General English and IELTS to
adults. Some weekend children’s classes.
2008-11 Isik University, Sile campus, Northern Turkey
Teaching the Academic English Programme
Testing officer 2009-2011 Creating and administering tests for
placement and exit exams in a team of three testing officers.
2007-08 Istanbul International School, Uskudar, Istanbul
Year 3: Class teacher (8-9 years)
Subjects: English, Drama, Science, Maths and Social Studies.
2006-07 TED Koleji, (High school) Acarkent, Beykoz, Istanbul
English teacher to children in year 4 and year 6 (Reading
mainly) with Drama as an extra-curricular activity. A team
member in the production of Fantasic Mr.Fox school play as
well as all the art work; backdrop painted scenes).
2006 Yuz Yil Okul, (High School) Bahcekoy, Istanbul
4. English teacher to Prep class, years 9 and 10 high school
students. (6 months contract)
2005-06 EF (English First) Levent, Istanbul
English language teacher to adults.
2003-05 Action For Employment (A4E) Bristol, England
Teacher of ESOL to people for whom language was a barrier
to employment. Mainly teaching refugees from Somalia for
everyday General English as well as interview techniques,
telephone English and functional English. Also preparation of
the students for the Trinity ESOL exams.
2000-03 Teaching agencies for supply teaching, Bristol, England
Supply teaching in primary schools, including a college with
a class of students with autism (where I taught drama).
2000-03 Linguarama language School, London and Bath, England
Business English programmer and Business English teacher
to adults mainly in management and CEO positions from all
over the world.
2000-03 Avon Language Centre, Bath, England
Cultural Tours, Bristol, England
Oxford Intensive School of English, Bristol, England
English Teacher at short courses for teenagers (summer)
1997-99 Speak easy Language School, Aarau, Switzerland
Teacher of English to adults, including PET, KET, FCE,
Advanced and Proficiency Cambridge English Suite of exams.
1997-98 Benedict Schule, Zurich, Switzerland
Teacher of English to young adults. (FCE Cambridge exams)
1995-97 Ekinciler Holdings company, Levent, Istanbul
In-house English teacher of Business English and
Communications. Also, publications and intranet website
editor.
5. 1994-95 Besiktas Ataturk Anadolu Lisesi , Istanbul
English teacher (Reading): classes of 12 year olds.
1993-94 Karya English Language School, Moda, Istanbul
English teacher for DHL personnel.
OTHER WORK EXPERIENCE
1985-89 Barclays Bank, Northampton and Sheffield, UK
Counter service, direct debits, and banking processes.
First stage of banking exams passed. Accounting, Economics,
Law and Merchant Banking at Stannington College, Sheffield.
1989-93 Various work whilst at university, in offices, the service
industry and an entertainments agency; playing the piano in
Meadowhall Shopping Centre, Sheffield, UK
Retail part time work at Boots the Chemists, Northampton
whilst at 6th form.
LANGUAGES SPOKEN
German (fair)
Turkish (basic to fair)
French (basic speaking, reading fair)
CONFERENCES ATTENDED
EFL conferences in Liverpool and Cardiff 2003 and 2004
Common European Framework British Council 2006
DRIVING LICENCE Yes
6. FIRST AID CERTIFICATE Yes Obtained July 2014 valid for 3 years)
OTHER INFORMATION
Since 1993, after graduating as a primary school teacher and completing
my CELTA in the UK, I have been teaching English to a variety of
students from all ages and many different backgrounds, from The
Middle East, The Far East, Africa, India, Europe, and South America.
Due to this, I have learned a vast amount about different cultures and
practices and have integrated this knowledge in the classroom when
preparing and delivering language lessons. I have done a good deal of
teaching on a one to one basis (Business English, IELTS and ESP) and I
have tailor made my lessons for this purpose, often with my own
material. This, I find, satisfies my creativity whilst ensuring the students
receive the best centred language for their purposes.
As can be seen from my teaching history in this CV, I have worked
extensively with students of different ages. As well as teaching young
adults in a classroom environment, I have taught privately in my free
time with students at university who were studying for the IELTS exam.
I gained a good deal of knowledge and experience of EAP (English for
Academic Purposes) in the Testing Office and teaching at a university in
Istanbul, where reading and writing skills were focussed on. The
university had its own “Exit” exams which we in the testing team
created. Some of the styles of questions were similar to that of IELTS and
TOEFL examinations.
Within the realms of teaching English in conventional ways, I have also
been able to employ skills in the field of art, music and writing. I have
found that children, teens, and young adults respond well to visual
material, especially if produced in front of them by hand. Drawing
cartoons with specific language targets really engages students as does
being able to teach English through the medium of music.
Other than music and art, another interest in my free time is writing. I
have an ongoing project which focusses on word structure (prefixes,
suffixes, roots etc) and have prepared a simple introduction to the
concept of language at IELTS level-something which helped greatly in
7. Juba, South Sudan, where education of this nature was a challenge to the
Majors and Colonels I taught there, despite their fairly high level of
spoken English.
I am also in the process of writing children’s stories and will illustrate
them myself. Some of them are aimed at foreign children and therefore
lexis has been chosen for ESL/EFL students at different levels and ages.
When I was in Istanbul I did a large variety of proofreading and editing
work from a full book to different subjects in university papers by
professors. I also edited brochures for the automobile industry, textiles
and other products.
Outside of English in its various forms, I have spent a considerable
amount of time playing music. I am a vocalist and keyboard player and
have been playing live since 1999. I have co-written songs and have
played in groups as large as a nine piece (jazz based band in the UK
playing at different venues in the Bristol and Bath area in the UK as well
as festivals) and three bands during my time in Istanbul.
I am intending to complete the DELTA Diploma course or the Trinity
TESOL in the future and am also planning to become an IELTS examiner
when it is convenient this year.
To summarise, I wish to bring my considerable experience and skills to
your teaching institution, and with my enthusiasm, team spirit and love
of teaching, I would very much like to help further the learning process
for the students.
