UCEDA School

UCEDA School

Uceda School of PA operating within King’s College is not yet approved to enroll F1 students and does not offer a full-time program and services intended for international students such as immigration counseling and pre-arrival orientation. Please email affiliations@ucedaschool.edu to request detailed information about program offerings and services at this site.

King’s College has partnered with UCEDA School to provide an English language pathway for international students. Conditional admission is provided, and the traditional TOEFL or IELTS exam requirement is waived for students who complete the English Language Program at UCEDA School. For more information regarding UCEDA School, visit their website at Uceda School.

UCEDA School strives to provide English language programs and services to a diverse international and local student population. The main goal is to equip students with the English language skills and cultural awareness needed to help them lead more productive lives in a globalizing world. UCEDA School achieves its mission through our implementation of the curriculum and student services.

History and Philosophy of UCEDA School

UCEDA Schools were founded to bring cultures together and to help individuals expand their horizons through improving their English language skills. In 1988, Juan J. Uceda, Charo Uceda and Doris Uceda founded UCEDA School knowing that there was a strong need in their communities for immigrants and international students to have a way to connect and develop their skills. Over the last 26 years, the schools have striven to provide each student with effective English instruction and the American experience to help them immerse themselves in the U.S. and in the world. UCEDA School encourages students to find their own personal way into the English language and the culture of the USA. They have a long list of happy clients who began their studies at UCEDA School, have pursued degrees at fine universities, and who have expanded their careers with the knowledge and contacts they developed at the schools. 

The staff at UCEDA School is selected by executive directors and the Uceda family based on their ability to offer the students a quality classroom experience, insights into the community and region, and their ability to understand and help with each student's individual needs. In this fast-moving time, UCEDA recognizes the students' need to develop their English skills, get connected with resources in major metropolitan areas, connect with others in their fields of interest, and really be a part of the global community in order to truly get ahead. UCEDA wants their students to take advantage of what the world has to offer, and nothing provides the UCEDA School family with more satisfaction that to see the students grow and get new opportunities as they utilize the skills they develop at the schools.

With this commitment to the development of each student and the quality of the services provided, UCEDA School has grown into one of the largest private ESL school chains in the United States with several schools located throughout New Jersey, Florida and Nevada, and adding more every year. They welcome students from all over the world - Europe, Asia, Latin America and Africa - to come learn together and participate in the American experience.

Curriculum

UCEDA School’s philosophy for its English for Speakers of Other Languages (ESOL) program and curriculum supports the mission directly as language is taught to local and international students, believing that language is better-acquired with the consistent implementation of the curriculum, instructional methods and services. Language is a creative and constantly evolving tool for communication, which is acquired when it is communicative. Since their main goal is to equip students with English language skills, they believe communication is a fundamental element which is used by people in multiple and varied functions to express themselves, interact with peers, learn about the world through the content of the books, and meet their individual and collective needs.

The general curriculum is based on the view that authentic language often entails the simultaneous use of different language modalities, and acquisition of functional language abilities occurs simultaneously and interdependently, rather than sequentially. Thus, reading activities may activate the development of speaking abilities or vice versa. Furthermore, listening, speaking, reading, and writing develop as learners engage with and through different modes and technologies, such as computers, music, film, and video. The curriculum, therefore, affords ESOL learners with learning environments that provide demonstrations of the interdependence of listening, speaking, reading, and writing, as well as the opportunity to develop all of their language abilities through the use of varied modes and technologies.

A given course may emphasize listening and speaking, but all other skills are also included to support and strengthen overall language development. In addition, the curricular design enables students to develop strong grammatical competence especially in their Basic and Intermediate Courses. Students are placed into proficiency levels according to a validated Placement Test administered by the academic department. Throughout the term, formative and summative assessment takes place. At the end of the term, students take publisher-generated final exams in all courses.

The course of study is based on an integrated approach with three tiers, Tier 1 – Basic, low beginners to high beginners, Tier 2 – Intermediate, low intermediate to high intermediate, Tier 3 – Advanced, advanced to advanced academic. Students also have supporting courses, which include various areas of learning, such as Listening and Speaking, Reading and Vocabulary, TOEFL iBT Preparation, and courses ranging from beginner to advanced. Grammar is taught in both the oral communication and the writing courses. Fluency and accuracy in both spoken and written English are emphasized. These elective courses are extremely valuable to the program because they complement and add variety to the program.

Interrelation

The program has been structured into three tiers for core courses and elective courses: Tier 1 – Basic (50 weeks), Tier 2 – Intermediate (50 weeks), Tier 3 – Advanced (50 weeks). Each Tier focuses on the ESL pillars of UCEDA School: Reading, writing, listening and speaking. Tier 1 basic, emphasizes mastery of basic grammatical principles, encourages vocabulary development and progressively reinforces other skills necessary to communicate fluently in English. By combining all these elements and skills, the language used in the classroom appoints the language used outside of the classroom. The link between the three tiers let students to explore different topics and review grammar and reinforce vocabulary. In addition, supporting courses provide a variety to our ESL Curriculum. UCEDA School syllabi are carefully graded, with a gradual progression of teaching items and frequent reviews. The program has been designed to incorporate the simultaneous use of different language modalities so that the acquisition of functional language abilities also occurs simultaneously and interdependently, rather than sequentially. Listening, speaking, reading, and writing develop throughout the program as learners engage with and through different modes and technologies, such as computers, music, film, video, and the Internet.

Sequence

UCEDA School's ESL Program contains a set of class objectives and student learning outcomes. These goals are interwoven in each of the courses under the ESL Program of Study. Each course builds on the previous one and follows best practices in ESL teaching. Students are assessed on the student learning outcomes; if they achieve mastery of these outcomes, they are promoted to the next level. Each course is carefully graded with a gradual progression of teaching items and frequent reviews.

Materials are carefully selected to move students from basic to advanced courses. Each level is guided by a comprehensive scope and sequence. However, underpinning the scope and sequence of the program as a whole is the belief that students need to use target structures in many contexts and at increasing levels of difficulty. For this reason, new language is constantly recycled so that students will feel thoroughly comfortable with it. Tests, instructor observations or peer interaction, presentations, class reports and group work throughout the course allow for continual assessment of progress. In addition, final exams provide an ongoing evaluation for each student.

Important note: The Length & Structure and Curriculum of the program can be adjusted to meet the needs of international students only depending on the length & structure of semesters. UCEDA will also include a special summer program.