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Dictyon Language Services


Academic Management Goals Contact Us

The Dictyon approach to program management keys on five (5) critical areas of success for the Federal language-training student and the provision of critical resources to satisfy these success factors:

Maintaining Student Interest: In order to sustain high academic performance, Dictyon focuses on maintaining a high level of student interest at all times. In addition to profound subject knowledge, the corporate administration actively recruits and staffs instructors with a well-rounded personality, and the capability to independently guide each student through a variety of subjects. Moreover, Dictyon’s administrative team solicits, acquires and provides its instructors with a wealth of training materials and audiovisual aids to maximize linguistic and cultural exposure for the student.

Personalization of Instruction: Student guidance and counseling is provided at 3 levels: instructor, faculty and academic director. To motivate the student, Dictyon’s teaching personnel explore individual student interests during interviews and in progress sessions with the student. The administration seeks to match the student with the best instructor to compliment their individual interests and instructors adjust their standardized training program by incorporating and capitalizing on each student’s personal interests and objectives. Instructors also leverage the experiences of other faculty and the administration’s collective resources to augment or supplement their own personal experiences and materials.

Ongoing Faculty Recruiting & Training: Candidate instructors are interviewed and assessed by Dictyon administration and faculty prior to hire. Successful applicants are required to familiarize themselves with the procedures and methodologies outlined in Dictyon’s Instructor Handbook and participation in the company’s continuous training program is mandatory. Instructor performance is regularly monitored with in-class observation by senior faculty and administration and routinely reviewed with the instructor for optimal performance, conformity of service, and continuity of support for Dictyon clients.

Defined Milestones and Measurements: Dictyon courses are standardized and structured by the senior faculty to match ILR descriptions of all four macro skills (reading, writing, speaking, and listening). Quantitative intermediate milestones are created to match and track toward the ILR skill levels that are defined at the outset of each course, and student progress is routinely monitored and compared against the benchmarks by individual instructors. Instructors write progress reports, make recommendations to enhance student performance and provide remedial work with students, as needed. This ensures steady progress toward goals and timely feedback to reduce frustration and improve overall development.

Customization of Course Structure: Individual student strengths and weaknesses are assessed before and during the course, and a committee comprised of the instructor and two faculty members develops a customized teaching strategy to optimize the learning experience for each student. The strategy relies on different tools, teaching styles and levels of structure to suit individual student needs. If necessary, instructors provide private counseling and guidance sessions for the student that focuses on their personal learning styles and skills while encouraging slower learners.

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