Closed Environment at Cambridge International English School
Cambridge International English School is known for its immersive and comprehensive English-language learning programs. One of its defining features is its focus on providing a completely closed environment for its students, helping them fully immerse themselves in English culture and language.
What is a Closed Environment?
The phrase “closed environment” refers to the school’s approach to creating an immersive language-learning experience. Students are given a safe and secure space within the school’s campus, where they are provided with everything necessary to live, learn, and interact with their fellow students entirely in English. The goal is to create an environment that simulates native English settings as closely as possible, allowing students to practice their language skills every day, in every aspect of their lives.
Why Choose a Closed Environment?
Choosing a closed environment enables students to learn English much more effectively and quickly compared to other learning environments. Surrounded only by English speakers and materials, students will challenge themselves and naturally develop their language proficiency without consciously focusing on and analyzing English grammar and vocabulary rules. In addition, by living together with other international students and following a set of English-speaking rules, students have the opportunity to bond with one another and create lasting friendships, making the learning experience enriching and fun.
Facilities and Services
The Cambridge International English School campus was designed to support the immersive language-learning experience with an array of excellent facilities and services. The secure campus includes student housing, classroom buildings, libraries, computer labs, sports facilities, communal meal plans, and an extensive range of social activities.
Housing
The school provides comfortable, fully furnished dormitory-style housing within the campus for all students. Each dormitory is equipped with a shared kitchen, dining area, and communal living rooms with television and game consoles. Additionally, private rooms and bathrooms are available upon request.
Classes and Learning Spaces
The school has modern classrooms with audiovisual equipment, providing the perfect environment for students to learn with their peers. Computer labs and a well-stocked library are also available on campus to support learning.
Sports and Recreational Activities
The campus includes a variety of sports facilities, such as basketball and volleyball courts, and soccer fields. Students can participate in both competitive and laid-back games, improving their English-speaking skills and making new friends. Social activities such as movie nights, karaoke, and cultural exchanges round out the students' experience, giving them opportunities to fine-tune their language skills and create lasting memories with their classmates.
Learning Outcome and Benefits
Students at Cambridge International English School will benefit significantly from an immersive language-learning experience in many ways.
Fluent English Skills
After completing an immersive language program, students will speak, write, read and understand English fluently. Moreover, they will be well versed in English culture, enabling them to communicate with native speakers naturally.
Overcoming Fear and Shyness
For many students lacking in confidence to speak English, an immersive environment eliminates the fear of errors and shyness since everyone is in the same position of language learning. It’s an excellent opportunity to speak English without feeling judged or embarrassed, which strongly encourages practicing communication skills.
Cultural Appreciation and Personal Development
Living alongside peers from different parts of the world provides a unique opportunity for students to appreciate different cultures and perspectives. Improved confidence, social skills, and independence are some of the personal developments expected from students studying in a closed environment.
