The autonomous non-profit organization of higher education "International Humanitarian-Linguistic Institute" (ANO VO "MGLI") has been conducting educational activities on the basis of the License of the Ministry of Education of the Russian Federation since 1996. ANO VO "MGLI" was created in the early 90s on the basis of the American Academy of Foreign Languages ​​(AAFL), as an adequate response of teachers to the growing need of modern society for highly qualified specialists and leaders who are fluent in a foreign language. The Academy was founded when it became clear that the existing system of teaching foreign languages ​​in the country did not meet the requirements of the new political and economic situation. As a result, courses were created, which became the beginning of the formation of a large educational structure.

Today, the autonomous non-profit organization of higher education "International Humanitarian-Linguistic Institute" (ANO VO "MGLI") is a dynamically developing educational structure, which is rightfully one of the leading non-state higher educational institutions of this profile in Russia. In the structure of the university, SVE and HE programs, master's and postgraduate programs are actively functioning, areas of additional education, retraining and advanced training of professional personnel, foreign language courses are intensively developing.

The Institute actively operates a multi-level system of education. On the basis of ANO VO "MGLI" there is a college where school graduates can receive a secondary specialized education. The Institute conducts training in various areas of higher professional education. Graduates of ANO VO "MGLI" who successfully complete their studies receive a state diploma. Young men of draft age are granted a deferment from military service for the entire period of full-time study at the Institute. Foreign language courses, advanced training and retraining programs for professional personnel are successfully operating at the International Humanitarian-Linguistic Institute. Over the 17 years of its existence, ANO VO "MGLI" has produced several thousand young highly qualified specialists with knowledge of one, two or more foreign languages, which are now in demand in the Russian and international labor markets. This is the undoubted success of our Institute - its main advantage.

Today, ANO VO "MGLI" consists of several hundred students enrolled in programs of secondary special and higher professional education, in full-time, part-time and part-time forms of education. These are several thousand graduates who have built successful careers in Russia and abroad and work both in business and in responsible government positions. This is one of the best teaching staff in Moscow, as well as foreign teachers - partners of the university, specialists in the field of foreign languages, theory and practice of translation, acting, directing and producing, management. This is a continuous creative pedagogical communication between a teacher and a student, implemented both in traditional forms and with the help of new educational technologies. This is our own educational and material base: dozens of classrooms, a language lab, a computer class equipped with an interactive whiteboard and other modern equipment, a spacious assembly hall prepared for entertainment and other events, our own library, a comfortable gym, cozy rest rooms for teachers and students , dining room.

We call our education problem-search. Its meaning is that the student not only learns ready-made truths, but learns to think and create new things.

Documentation

• Certificate of state accreditation (B No. 000650 dated September 19, 2005)
• License for the right to conduct educational activities (A No. 169439 dated September 19, 2005), in 2010 License (AA No. 003357 dated April 27, 2010)
• Perpetual license for the right to conduct educational activities (AAA No. 001044 dated March 28, 2011)

Private teacher Experience 17 years

from 1,000 rubles / hour

At the student

I conduct classes with students and adults, individually and in mini-groups. In the methodology, I focus on live colloquial speech and the removal of the language barrier Expand using podcasts, exciting tasks, games, that is, with complete immersion in the language. I also help in eliminating gaps, psychological clamps, preparing for exams. She lived and studied in London for more than 2 years. Currently regular business trips to English-speaking countries and practice with native speakers.

Elena Anatolyevna is a great option for learning English. I am satisfied with her level and teaching methods. We have interesting classes, not at all Expand Soviet habits of pressure on the student, which in turn does not give the student the feeling that he a priori owes something to the teacher and owes him something. Plus, as I mentioned above, Elena Anatolyevna is very much concerned about making the learning process as interesting as possible without boring and without senseless readings of thick textbooks that drive you to sleep. Of course, here you need to understand that she is trying to embody the meaning of the word "interesting" from her point of view)). One way or another, her "interesting" in 90% of cases coincides with my "interesting". Elena Anatolyevna also tries to maintain an equivalent dialogue with the person being trained and is always interested in which direction the student would like to move on. Such an approach, of course, simply cannot but rejoice. As a result, I now have a good understanding of how to use everything that has been in our course so far. Here you need to understand that it is difficult to get a free conversation with a tutor, for this the tutor must actually live with the student in the literal sense of the word, and Elena Anatolyevna may not agree to this, although I did not ask)). If no jokes, then Elena Anatolyevna is at a very good level. I will put 8.5 out of 10 All reviews (21)

University teacher Experience 22 years

from 2 000 rub / hour

English tutor

At the tutor, at the student, remotely

3 International certificates in English language teaching methodology TKT UNIVERSITY OF CAMBRIDGE (2008 and 2009), as well as CERTIFICATE OF ADVANCED Expand TEACHER TRAINING.

I tried to learn English at school, at the institute, in courses, on my own. And only after classes with Ekaterina did I feel a significant shift. Expand I would like to note the individual approach to each student. In my case, a lot of attention is paid to phonetics with the help of an interesting technique that allows you to improve pronunciation in an easy, unobtrusive way. In all other areas, such as vocabulary, grammar, tangible progress is also felt. Moreover, Catherine manages to achieve this without colossal stress on the part of the student, everything happens as if by itself. The classroom environment is very friendly and welcoming. At the same time, thanks to the exactingness of the teacher, no material remains unworked. I think that great work experience, communication skills, the desire to see an excellent result in each of her wards, allows us to recommend Ekaterina as a teacher to both children and adults with a wide range of language skills. Finally, I want to say that in my experience, no courses can be compared in effectiveness with classes with a good teacher. All reviews (32)

Private teacher Experience 21 years

from 2 800 rub / hour

Math tutor

At the tutor, at the student

I prepare for Olympiads in mathematics and the Russian language: All-Russian Olympiads for schoolchildren, Kurchatov Olympiads, MIREA University Olympiads Expand "2 * 2", Autumn / Spring Olympus, International competition "Kangaroo", Olympiads of the Small Mechanics and Mathematics of Moscow State University, "Russian Bear" and others. I am preparing for entrance and transfer exams in primary and secondary schools. All my students successfully enter the best Moscow schools. Among them are the Intellectual school, progymnasium 1733, gymnasiums 1531, 1514, 1543, 1253, 1567, the Suvorov School, the Stankevich House English language school and many others. I successfully work with both lagging and gifted students. I am proficient in various methods of preschool and school education, including teaching English. In addition, I have my own developments and materials for lessons. To develop, consolidate and automate counting skills, I have compiled mathematical simulators in mathematics, memos “How to solve problems”, “How to write a presentation and an essay”. They are a set of cards containing detailed recommendations and work plans in the form of questions. I also conduct psycho-corrective classes with hyperactive, shy and slow children. In my classes, in addition to compulsory disciplines, I use a variety of interactive games to develop such cognitive processes as memory, attention, thinking, and imagination. I quickly get in touch with any children, I am able to interest them in the learning process. As a result, the lesson, in addition to being useful, also brings pleasure, and the students are looking forward to the next lesson. The high quality of my classes is ensured by observing the following principles: work and tests. All the gaps associated with misunderstanding will sooner or later be revealed anyway, because the learning process is like moving along an unwinding spiral, where each new round carries an echo of the previous one and necessarily relies on it. - I don’t start a new topic until the previous one is assimilated. Training is built strictly from simple to complex. And when a student finds it difficult to solve a problem, I am in no hurry to prompt him right away. I try to involve him in the process of finding a solution. And it turns out to be much more effective than just proclaiming the truth. I explain complex topics from different angles and reinforce them repeatedly. - I teach the skills of self-examination and self-organization. - I provide psychological support to all students during the lessons, this helps to quickly achieve the set learning goal.

From the history of the creation of MGLI

The International Humanitarian-Linguistic Institute was formed on the basis of the American Academy of Foreign Languages. The idea of ​​creating the Academy was born at the turn of the 90s, when it became clear that the existing system of teaching foreign languages ​​in the country did not meet the requirements of the new political and economic situation. Then a group of young people who knew English well realized the need and in 1994 created foreign language courses. The courses, that is, the American Academy, turned out to be in great demand and in five years they grew from a small educational institution into a large system that requires a more serious approach to learning. Thus, in 1999, the American Academy was transformed into a higher educational institution, later called the International Humanitarian-Linguistic Institute.

Organization of training at MGLI

The starting period was marked by an intensive selection of teachers in all major disciplines of the curriculum - mostly former employees of academic universities in Moscow, graduates of foreign languages ​​departments of leading Russian universities, native speakers. Our teachers constantly improve their professional level and use all new approaches and methods of teaching foreign languages ​​in the learning process. Thus, by now we have formed a stable and effective scientific and pedagogical team.

MSLI students receive fundamental training that meets international educational standards and fluency in two foreign languages. Most of the academic disciplines are read to students in a foreign language, including native speakers.

The principle of the Moscow State Literature Institute from the first day of its existence is a combination of rigorous professional training with the discussion and solution of the burning problems of Russian pedagogy.

MGLI traditions are

• openness of the educational process;
• respect for the personality of the student;
• the desire of the teaching staff to provide support to all participants in the educational process;
• creation of conditions for the development of each student, taking into account his individual educational opportunities;
• recognition of any positive changes in the process and results of activities as student achievements;
• focus on the use of advanced pedagogical technologies in combination with effective traditional teaching methods.

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