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For young children, education is about far more than preparing for the next classroom. It is about developing curiosity, confidence, independence, communication, and the ability to understand and engage with the world around them. At Little Hearts Kindergarten, this philosophy has shaped a child-centred educational approach developed and continually improved over 27 years.

Serving children from 1½ to 6 years, the school combines Montessori principles with the learning objectives and competencies of Kenya’s Competency-Based Education (CBE) curriculum, while also building foundations for children who may later progress into international pathways such as IGCSE.

Learning Through Exploration, Discovery, and Experience

At Little Hearts Kindergarten, the belief is that young children learn best through active involvement. Exploration, movement, play, discovery, and hands-on experiences are therefore central to the school’s educational philosophy.

The school uses activity-based, experiential, and inquiry-led learning, encouraging children to ask questions, investigate, make choices, and discover solutions. Rather than expecting every child to learn in exactly the same way, teachers create opportunities for children to engage with learning through practical experiences and meaningful activities.

This approach supports the development of literacy, numeracy, communication, creativity, confidence, independence, and problem-solving skills. It also helps children adapt comfortably to both the CBE system and international educational pathways.

An Inclusive Community Where Every Child Belongs

Little Hearts Kindergarten believes every child deserves to feel welcomed, respected, understood, and valued. Its community includes children from diverse family, cultural, and linguistic backgrounds, with this diversity regarded as an important part of the educational experience.

Through stories, songs, celebrations, art, discussions, and themed activities, children are introduced to different cultures and traditions in age-appropriate ways. They are encouraged to share their own experiences while learning to appreciate and respect those of others.

Inclusivity also extends to the classroom. Children develop at different rates and bring different strengths, interests, personalities, abilities, and learning needs. Teachers therefore support each child according to their stage of development while ensuring that they remain part of the wider class community.

“The aim is for every child to experience a genuine sense of belonging.”

Connecting Children with the World Around Them

Little Hearts Kindergarten believes memorable learning happens when children can connect classroom experiences with the world around them. As an early years school, its collaborations focus on meaningful and age-appropriate experiences beyond conventional classroom learning.

Where appropriate, the school engages community members, professionals, businesses, and organisations through educational visits, demonstrations, guest interactions, and special activities.

Parents are also considered important partners. The parent community represents a wide range of professions, skills, and experiences, creating opportunities for children to be introduced to different occupations and community roles.

Strong Communication Between School and Home

In early childhood education, communication between school and family is particularly important because parents and teachers share responsibility for supporting a child’s development.

At Little Hearts Kindergarten, teachers and management communicate through staff meetings, planning sessions, classroom reviews, and discussions about children’s progress and individual needs. This collaborative approach promotes consistency in care, guidance, and learning.

Parents are kept informed through meetings, school notices, individual consultations, and appropriate digital communication channels. Communication is deliberately two-way, with parents encouraged to share observations, concerns, milestones, and information about their child’s interests.

Teachers also practise active listening and observation, giving children opportunities to express their ideas, experiences, needs, and emotions.

Meeting Every Child’s Individual Needs

Children between 1½ and 6 years can differ significantly in language development, independence, social confidence, physical development, and previous learning experiences. Little Hearts Kindergarten recognises these differences rather than expecting every child to progress at exactly the same pace.

Teachers continuously observe children’s development to identify individual strengths and areas requiring additional guidance. Activities can then be adapted through differentiated tasks, individual guidance, small-group work, repetition, and practical materials.

For children developing English or coming from different linguistic backgrounds, teachers use visual materials, gestures, repetition, songs, stories, conversation, and demonstrations to make learning accessible.

This responsive approach allows children to receive support according to their individual stage of development while remaining active members of the classroom community.

Well-Being at the Heart of Early Learning

At the early years stage, emotional well-being is closely connected to learning. Little Hearts Kindergarten therefore prioritises creating a safe, nurturing, happy, and positive environment where children feel secure, respected, and comfortable being themselves.

Teachers build positive relationships with children and pay attention to changes in behaviour, mood, participation, and social interaction. Children are encouraged to communicate their feelings and are guided towards age-appropriate ways of managing emotions, sharing, cooperating, and resolving disagreements.

Play, outdoor activities, sport, music, creative expression, and positive social interaction all contribute to children’s physical and emotional well-being. Where concerns arise, the school works closely with parents.

Encouraging Creativity and Independent Thinking

Creativity, critical thinking, and problem-solving are incorporated into classroom learning and extracurricular activities rather than treated as separate subjects.

Through project- and theme-based learning, children engage with stories, art, music, experiments, construction, puzzles, practical activities, and exploration. Montessori materials encourage children to sort, sequence, match, build, and solve problems independently.

Importantly, children are encouraged to make mistakes, reconsider their approach, and try again. This helps develop persistence and confidence.

Teachers use open-ended questions such as “What do you think will happen?” and “Is there another way we could do this?” to encourage reasoning and independent ideas.

The school’s hula-hooping club develops balance, coordination, concentration, and gross motor skills, while skating supports balance, spatial awareness, perseverance, confidence, and coordination. Together, these experiences support CBE competencies and Montessori principles of independence and self-directed learning.

Purposeful Technology in the Early Years

Technology is an increasingly important part of the world children are growing into, but Little Hearts Kindergarten believes that early exposure should be purposeful, supervised, and age-appropriate.

The school’s dedicated IT lab provides children with opportunities to develop basic computer awareness and digital skills in a structured educational environment. Carefully selected activities introduce children to technology while supporting visual and auditory learning.

However, technology is intended to enhance rather than replace fundamental early childhood experiences. The school maintains a healthy balance between digital exposure and physical learning. Children continue to manipulate real materials, write and draw, interact with teachers and classmates, play outdoors, participate in sport, and develop practical and social skills.

Academic Foundations Without Unnecessary Pressure

For Little Hearts Kindergarten, academic excellence in the early years extends beyond how quickly a child can read, write, or count. Strong foundations in literacy and numeracy are essential, but school readiness also includes concentration, communication, confidence, independence, coordination, curiosity, responsibility, and the ability to work with others.

Teachers monitor progress through continuous observation, classroom activities, practical work, developmental milestones, and age-appropriate assessments. Where children require additional reinforcement or greater challenge, learning is adapted accordingly.

By combining CBE competencies with Montessori-based learning, the school creates a structured environment that supports academic foundations and independent learning without placing unnecessary pressure on young children.

Looking Ahead: Preparing Children for a Lifetime of Learning

Looking to the future, Little Hearts Kindergarten aims to continue developing high-quality, progressive early years education that combines Montessori-based learning with Kenya’s CBE framework while preparing children for both local and international pathways, including IGCSE.

The school intends to strengthen experiential and project-based learning, outdoor education, technology, creativity, sport, and music, while expanding opportunities for children to develop communication, teamwork, resilience, and leadership.

Continuous professional development for teachers will remain a priority. As educational approaches evolve, educators must continue learning and developing their practice while retaining the warmth, personal attention, and child-centred philosophy that define the school.

Ultimately, Little Hearts Kindergarten’s vision extends beyond preparing children for their next classroom. It is about preparing them for a lifetime of learning by giving every child strong academic, social, emotional, and physical foundations, together with the confidence, character, independence, creativity, and adaptability needed to flourish wherever their educational journey takes them.

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Pembroke House School has been around for close to one hundred years now. The school occupies an astounding 140 acres of beautiful countryside in Kenya. At Pembroke, the focus is not just about learning inside classrooms but also exploring the vast rivers and forests of Kenya.

Founded in 1927, the school has grown and developed into what it is today thanks to the philosophy of letting kids know that it is good to feel known, supported, and challenged at the same time. That philosophy will be guiding the operations of the school in the future years, including during the celebration of the school’s centenary in 2027.

Learning Goes Beyond Classrooms

While Pembroke House has a lot of academics, the learning processes at the school go well beyond that. In addition to studying in the classroom and taking exams, pupils learn through experiences.

The school has an adventure learning programme designed specifically for Years 5 and 6. It was designed by Pembroke’s teachers with the goal of transforming ideas and concepts into actions and experiences. Some of the things that pupils learn include orientation, building shelters, mechanics, bridge building, butterfly classification, and navigation using semaphores and compasses.

This kind of programme instills a spirit of curiosity, problem-solving, independence, and confidence in pupils through real-life experiences. Alongside academic programs such as Think Equal in the early years, these programmes help in fostering empathy, emotional intelligence, and character development.

The end result of the above is a well-rounded education that equips pupils for life.

A Truly International Community

With 29 nationalities represented in Pembroke, the community at the school is quite diverse.

What is distinctive about this school is the combination of the international outlook with the East African setting. Children learn in the context of Kenyan culture and environment. This is a place where pupils learn both how to become global citizens and how to relate to their local environment.

Alongside the English language, students learn Kiswahili, giving them a deeper appreciation of Kenya’s language, culture, and everyday life. They also study French, enhancing their multilingual abilities and preparing them to communicate confidently in an increasingly interconnected world. Throughout the school, values such as integrity, compassion, and respect are woven into daily life, helping pupils develop a strong sense of identity while learning to engage meaningfully with others.

Meaningful Connections with the Wider Community

Pembroke believes that children need to be connected to the outside world during their education process. That is why the school partners with various organizations.

The school’s partnership with Gilgil Vumbi – a grassroots rugby program which supports children in the neighbouring communities – is highly appreciated by the pupils. They get to develop themselves in the areas of leadership, team-working, and social responsibility. At the same time, this enables them to make a contribution to the region.

Another distinctive thing about Pembroke is the location in the Rift Valley. It gives children an opportunity to learn about ecology, conservation, and sustainability in order to become responsible stewards of the environment.

The strong relations that Pembroke maintains with some leading senior schools in the UK prepare pupils for excellent results at Common Entrance examinations.

Supporting Every Child’s Individual Journey

Pembroke House knows how important it is to understand children as individuals. Small class sizes give an opportunity to understand the strengths, weaknesses, and needs of pupils. Whenever a pupil requires additional help in any area, whether it is academic support, additional challenge or language support, this school provides tailor-made help.

Even children coming from the non-English speaking backgrounds receive academic and pastoral support which allows them to develop impressively fast. Pembroke’s culture ensures that differences are perceived not as obstacles but as something natural and valuable.

Well-Being as a Key to Future Success

As a boarding school, Pembroke is responsible not only for the academic side of the development of children but also for their wellbeing.

Houseparents, tutors, and pastoral staff are working hard in order to make sure that all pupils at the school feel safe and supported. Device-free policy is one of the best wellbeing programmes of the school. This means that children are not burdened with the stress of using screens and social media; instead, they are given an opportunity to make true friends, develop independence, and enjoy childhood.

Physical activity, outdoor spaces, healthy routines, and a strong sense of community contribute to the creation of a supportive environment.

Balancing Tradition and Innovation

Pembroke does not follow a technology-for-the-sake-of-technology approach but introduces it wherever it adds value to the learning process.

Coding, robotics, and STEAM-related learning activities are included into the programme. The school also teaches digital literacy to allow pupils to critically assess information and use technology wisely. Starting from Year 4, children begin using Chromebooks.

At the same time, Pembroke House School preserves some of the traditions, for example, pupils still write letters home, use printed books, and take part in hands-on learning activities. The message is that technology is supposed to serve learning, not distract from it.

Excellence Through Challenge and Care

Pembroke develops an environment where pupils know that they are expected to be the best that they can be. Teachers inspire pupils to aim high and provide the necessary support for achieving that aim.

Intelligence curiosity, perseverance, and learning from mistakes are cultivated by the school. All of that leads to excellent results.

Among the pupils who left the school in 2025-2026, 43% managed to secure scholarships at their next schools.

Looking Towards a Second Century

Celebrating the 100th anniversary in the next few years, Pembroke House School is entering a new era. The ten-year strategy of the school includes a new Junior School building, a dedicated Pre-Prep facility, expansion of sustainability initiatives, and further investments in leadership and education excellence.

Nevertheless, Pembroke House School remains true to its mission no matter how much it changes.

The school is dedicated to developing young men and women who are academically capable, emotionally resilient, socially responsible, and ready to make a positive impact on the world.

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Columbia International School uses the curriculum of the Province of Ontario, Canada, one of the most advanced and respected educational systems in the world. In technology- and resource-rich classrooms, dynamic and highly qualified teachers support and challenge students to understand the changing world around them.

With an emphasis on academic progress, personal development, and global citizenship, the school aims to provide students with a safe, healthy, and positive learning environment where each individual feels valued and respected.

Innovative Teaching and Student Engagement

Columbia International School follows the Ontario curriculum, which encourages students to develop the knowledge and skills needed to understand and engage with the world around them. Teachers support and challenge learners through classroom activities designed to encourage participation, understanding, and continued development.

The curriculum is structured around developing creativity, critical thinking, and problem-solving skills. Each learning activity has specific learning goals and success criteria to explain and assess learning. Descriptive feedback helps students understand their progress, while peer and self-assessment encourage them to reflect on their work and identify areas for improvement.

Through this approach, students are encouraged to take an active role in their learning and develop a clearer understanding of their strengths and next steps.

A Safe, Inclusive, and Culturally Diverse Community

Columbia International School offers students a safe, healthy, and positive learning environment. Small classes help ensure that each student feels valued and respected, while teachers incorporate a whole-child approach that recognises the importance of social and emotional development and a sense of belonging alongside academic progress.

Students have opportunities to become involved in many aspects of school life, including social and cultural events, community events, and extracurricular activities. These experiences help them develop skills as responsible global citizens and leaders within the school and its extended community.

By creating opportunities for students to participate, connect, and learn from different experiences, the school supports their development both inside and outside the classroom.

Learning Beyond the Classroom

Columbia International School offers students a wide range of activities that extend learning beyond regular lessons. These include field trips and museum visits, ski trips, hiking, tea ceremonies, calligraphy, Japanese traditional performing arts, and robotics.

The school is also part of an international school sports league, giving students opportunities to participate in sports alongside learners from other schools.

Community service is another important part of the educational experience. Through the school’s community service programme, each student is required to complete 40 hours of volunteer work in the community. Activities include working with Diversity Park on special-needs activities, Habitat for Humanity, and the World Arts programme.

These experiences allow students to engage with their communities, explore new interests, and develop an understanding of their responsibilities towards others.

Communication and Individual Student Support

Columbia International School maintains an open-door policy throughout the school, from the principal to part-time staff. Students and parents are connected through the Google Classroom platform, which allows them to follow classroom activities and contact teachers or school staff.

The Teacher Advisor System provides additional support to students and parents by monitoring academic and social development. Advisors meet with students regularly to review their programme development, identify goals, and determine the support needed for further academic and social growth. The advisor acts as a support person, coordinator, and point of contact throughout the year.

The school also recognises that students have different learning needs and backgrounds. All teachers participate in continuous learning through Columbia International School’s professional learning circles. Many teachers and teaching assistants are licensed English as a Second Language (ESL) specialists and certified special-needs teachers.

The school’s wireless, one-to-one laptop environment allows teachers and students to access current information and learning strategies, including the use of AI to tailor learning activities to individual student needs.

The goal is to create a fun, challenging, and supportive lifelong learning environment in which students appreciate different cultures and perspectives, develop strong communication skills and an excellent command of English, and gain the knowledge and skills needed to become successful global citizens in the 21st century.

Prioritising Student Well-Being

Student well-being is supported through the Teacher Advisor and homeroom programmes, which help monitor and address individual needs.

The school has a full-time certified nurse and also works with an NGO that provides professional counselling. Students, parents, teachers, and other staff members can contact the NGO confidentially in either Japanese or English.

By making these support services available to the wider school community, Columbia International School recognises that well-being is an important part of a positive learning environment.

Integrating Technology into Learning

Columbia International School has been a wireless Bring Your Own Device (BYOD) school since 2000. Technology is therefore a natural part of academic, personal, and social life at the school.

Each class has its own Google Classroom platform, providing 24/7 access to the curriculum and learning activities. Online platforms such as IXL, Khan Academy, Magic School, and Teachy are regularly used to support learning.

The school is also incorporating AI to enhance the learning environment for all students. This focus on technology supports the school’s aim of helping learners engage with changing educational resources and develop skills relevant to the modern world.

Maintaining Academic Excellence Through Continuous Improvement

Columbia International School supports academic rigour and high standards through its school effectiveness and improvement frameworks, regular Canadian and WASC certification processes, and the support of its parent organisation.

Continuous professional learning is central to this work. All teachers participate in the school’s professional learning circles, while staff development opportunities are offered through Ontario, the East Asian Council of International Schools (EARCOS), and the Japan Council of International Schools (JCIS).

These opportunities support ongoing school improvement and help teachers continue developing their professional practice.

By combining established curriculum frameworks, professional development, and a supportive school community, Columbia International School remains focused on maintaining high standards while meeting students’ learning needs.

Looking Ahead: Expanding Global Connections

Looking to the future, Columbia International School hopes to broaden its Global Ambassador Programme with its sister schools. The school has already visited and shared experiences with schools in Thailand, Malaysia, and Hong Kong, and plans to extend these connections to Indonesia, Vietnam, and Canada.

The school also plans to incorporate AI further to enhance the learning environment for all students.

Through these initiatives, Columbia International School aims to strengthen international connections and continue developing an educational environment that prepares students to learn, collaborate, and contribute in an increasingly interconnected world.

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Choosing the right school is about far more than academic achievement. Families today want an environment where children are encouraged to think independently, build meaningful relationships, appreciate different cultures, and develop the confidence to contribute positively to the world. Horizon Japan International School (HJIS) has been living this vision since its founding in 2003.

Located in Yokohama, HJIS is an IB Continuum World School serving students from the Early Years through Grade 12. Today, the school welcomes more than 500 students from over 50 nationalities, creating a vibrant international community where diversity is celebrated every day. Its purpose-built campus, opened in 2019, provides an inspiring environment for academic learning, creativity, well-being, and community life. Serving families from Yokohama, Tokyo, Kanagawa, and beyond, HJIS combines academic excellence with intercultural understanding and genuine care for every learner.

At the heart of the school is a simple but powerful belief: education is not only preparation for university—it is preparation for life. This philosophy is reflected in the school’s motto, “A Caring Community of Lifelong Learners,” which guides every aspect of the student experience.

Learning Through Inquiry and Purpose

Innovation at HJIS begins with inquiry. As an IB Continuum World School, students progress through the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP), developing the confidence to question, investigate, reflect, and apply their learning to authentic situations.

In the Early Years, learning is joyful, active, and discovery-based, helping children build confidence through play, language, creativity, movement, and exploration. As students move through Primary and Secondary School, they undertake increasingly sophisticated research projects, presentations, design challenges, interdisciplinary learning, and independent investigations.

Throughout every stage of learning, the school develops essential Approaches to Learning (ATL) skills, including communication, collaboration, research, self-management, and critical thinking. These transferable skills prepare students not only for academic success but also for the rapidly changing world beyond the classroom.

An International Community Built on Understanding

With more than 50 nationalities represented, diversity is one of HJIS’s defining strengths. Students learn alongside classmates with different languages, traditions, and life experiences, gaining an appreciation for perspectives beyond their own.

The school’s values of Understanding, Respect, and Community are visible throughout daily life, from classroom discussions and collaborative learning to cultural celebrations and community events. Students are encouraged to value their own identity while developing empathy, curiosity, and respect for others.

For internationally mobile families, this sense of belonging is especially important. HJIS offers a welcoming environment where students feel known, supported, and confident to grow both academically and personally.

Learning Beyond the Classroom

HJIS believes meaningful education should connect students with the wider world. Service learning forms an integral part of the educational journey, beginning with student action in the PYP, developing through Service as Action in the MYP, and culminating in Creativity, Activity and Service (CAS) in the DP.

Students participate in initiatives that make a genuine difference within local and international communities. These include Onigiri Action, support for Kodomo Shokudo (children’s cafeterias), sustainability projects, charity initiatives, and the Grade 9 Service Learning Trip to Vietnam, where students experience different communities while developing empathy, responsibility, and global awareness.

Being located in one of Japan’s most international cities also enriches learning beyond the classroom. Activities such as the International Cultural Festival, community partnerships, and Model United Nations (MUN) encourage students to engage with diverse perspectives while strengthening leadership, communication, and collaboration.

A Community That Supports Every Student

HJIS recognises that every child brings a unique story, background, and set of strengths to school. Some students are new to Japan, some are developing English language skills, while others benefit from additional academic support or greater challenge. Teachers work closely with each learner through differentiated instruction, language support, learning support, counselling, academic guidance, and regular communication with families to ensure every student can access the curriculum with confidence.

Parents are regarded as essential partners in this journey. Alongside newsletters, curriculum nights, teacher communication, the school website, and official social media channels, HJIS creates opportunities for meaningful personal connections through Morning Coffees, Book Clubs, parent workshops, Open House events, and PTA activities. These gatherings encourage families to engage with teachers, school leaders, and one another, strengthening the sense of community that defines the school.

Student well-being is equally central to the Horizon experience. Teachers, counsellors, advisors, and support staff work together to create an environment where students feel safe, respected, and supported. Parent workshops addressing emotional well-being, communication, digital boundaries, and mental health further reinforce the partnership between home and school. Rather than treating well-being as a separate initiative, HJIS integrates it into everyday school life, helping students build resilience, confidence, healthy relationships, and self-awareness.

Developing Creative and Confident Thinkers

Creativity and critical thinking are embedded throughout the curriculum. A defining example is the Grade 5 PYP Exhibition, where students undertake extended inquiries into real-world issues that matter to them. Through research, collaboration, and reflection, they present their findings while taking meaningful action within their communities, demonstrating the confidence and independence developed throughout the Primary Years Programme.

These skills continue to grow through Visual Arts, Design, Music, Drama, Media, interdisciplinary learning, debates, research projects, and service learning. Students investigate authentic challenges using the Design Cycle and may explore robotics, app development, 3D modelling, digital media, sustainable design, and social impact projects. Leadership opportunities through Student Council, clubs, athletics, exhibitions, performances, and community events further encourage initiative, teamwork, and creative problem-solving.

Technology also plays an important role, but always with purpose. Digital tools support research, collaboration, presentations, coding, design, media production, and project-based learning while helping students develop strong digital literacy. At the same time, students are encouraged to evaluate online information critically, understand responsible digital citizenship, and use technology ethically. As HJIS believes, the goal is not simply to place devices in students’ hands, but to help them become thoughtful, capable, and responsible users of technology.

Preparing Students for a Changing World

Academic excellence at HJIS is built on the internationally recognised IB framework, reflective teaching, and high expectations supported by genuine care. Students are encouraged to become independent thinkers, effective communicators, and responsible learners who are prepared for both university and life beyond school.

This commitment is reflected in the success of HJIS graduates, who have recently received university offers from institutions across Japan, Europe, North America, and Asia. While these achievements are celebrated, the school believes that true success is measured not only by university destinations but by the character, curiosity, resilience, and compassion students develop throughout their educational journey.

Looking ahead, HJIS remains committed to strengthening service learning, student well-being, student agency, curriculum alignment across all IB programmes, and partnerships with families and the wider community. Guided by its recent IB evaluation and a culture of continuous improvement, the school continues to prepare young people who are ready to contribute thoughtfully to an increasingly interconnected world.

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For nearly five decades, DILIT International House has been one of Italy’s most respected institutions for teaching Italian as a foreign language. Located in the heart of Rome, the school has built an international reputation not only for linguistic excellence but also for its commitment to cultural immersion, innovation, and human connection.

Founded in 1974, DILIT emerged from a simple yet powerful vision: language learning should be dynamic, meaningful, and deeply connected to real-life communication. Over the years, the school has welcomed thousands of students from around the globe, helping them discover not only the Italian language but also the richness of Italian culture and society.

A Philosophy Built on Communication

What distinguishes DILIT International House is its long-standing belief that language is best learned through interaction. Rather than relying on traditional, grammar-heavy instruction, the school embraces a communicative approach that encourages students to use Italian actively from the very beginning.

Lessons are designed around authentic communication, allowing learners to develop confidence in speaking, listening, reading, and writing through meaningful tasks and real-world situations. Students are not passive recipients of information; they are active participants in the learning process.

This methodology has helped DILIT remain at the forefront of language education while adapting to the evolving needs of modern learners.

Programs Designed for Diverse Learners

Every student arrives with a different goal, and DILIT recognizes that successful language learning requires flexibility. The school offers a wide range of programs tailored to learners of various ages, backgrounds, and objectives.

Whether students are learning Italian for academic purposes, professional advancement, travel, personal enrichment, or long-term relocation, courses are designed to meet their specific needs. The school also offers specialized programs, individual lessons, and preparation courses for internationally recognized language certifications.

This personalized approach ensures that learners receive the guidance and support necessary to achieve meaningful progress.

Excellence in Teaching

At the heart of DILIT’s success is its exceptional teaching team. The school places significant emphasis on professional development and educational quality, ensuring that instructors remain informed about the latest methodologies and best practices in language teaching.

Teachers are carefully selected not only for their qualifications and expertise but also for their ability to create engaging and supportive learning environments. Through continuous training and collaboration, they contribute to a culture of excellence that has become synonymous with the DILIT name.

The school’s Teacher Training Department is particularly renowned and is accredited by the Italian Ministry of Education, reflecting DILIT’s wider contribution to language education both in Italy and internationally.

Learning Beyond the Classroom

At DILIT, education extends far beyond lesson time. The school believes that language acquisition becomes truly meaningful when students experience it in authentic cultural contexts.

To support this philosophy, DILIT offers a vibrant program of extracurricular activities that allow students to engage with Italian life firsthand. Cultural excursions, social gatherings, language exchanges, workshops, and guided visits provide opportunities to practice Italian while exploring the history, traditions, and daily life of Rome.

These experiences create an environment where learning becomes immersive, natural, and memorable.

Equally important is the sense of community that defines the school. Students from different countries and cultures come together in a welcoming atmosphere where friendships, professional connections, and lasting memories are formed.

Transforming Lives Through Language

The impact of DILIT’s approach can be seen in the many success stories shared by former students.

One particularly inspiring example is that of a student from Brazil who initially came to Rome for a short language course. What began as a temporary educational experience quickly developed into a life-changing journey. Captivated by the city and the culture, he decided to remain in Rome permanently after completing his studies.

Today, he works as a tour guide for an incoming travel agency, using Italian every day to share his passion for Rome’s history and culture with visitors from around the world.

Stories like this demonstrate how language learning can become a catalyst for personal growth, new opportunities, and unexpected life paths.

International Recognition and Credibility

DILIT’s reputation is supported by an impressive network of accreditations and professional affiliations. The school is a founding member of the International House World Organization, one of the most respected global networks of language schools.

It is also a member of the International Association of Language Centres (IALC), further affirming its commitment to high educational standards.

In addition, DILIT serves as an official examination center for both CILS, administered by the University for Foreigners of Siena, and CELI, administered by the University for Foreigners of Perugia. These certifications are internationally recognized benchmarks of Italian language proficiency.

Such credentials reflect the school’s long-standing dedication to quality, innovation, and professional excellence.

Looking Toward the Future

As the educational landscape continues to evolve, DILIT remains focused on growth while staying true to its founding principles. The school is investing in digital innovation, teacher development, and expanded international partnerships to better serve future generations of learners.

Plans also include the development of specialized courses, stronger intercultural programs, and increasingly personalized learning pathways that reflect the diverse needs of today’s global students.

While methods and technologies may change, DILIT’s mission remains constant: to help students develop language skills, cultural understanding, confidence, and global perspectives that will serve them throughout their lives.

A Gateway to Italy

For students seeking more than a language course, DILIT International House offers something unique—a gateway into Italian life itself. Through innovative teaching, cultural immersion, and a welcoming international community, the school continues to demonstrate that learning a language is not simply about mastering words and grammar. It is about building connections, expanding horizons, and discovering new possibilities.

For nearly fifty years, DILIT has been helping students do exactly that, one conversation at a time.

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L’Italiano Porticando is a language school located in Turin, Italy. It was established in 2005 by Rosaria Costanzo, Caterina Costanzo, and Laura Faussone. Since its establishment, the institution has been devoted to teaching the Italian language and culture to students from all over the world. The name of the school, meaning “learning Italian while walking under Turin’s arcades,” reflects its main philosophy of teaching. Indeed, the founders established the school with the mission of welcoming foreigners to the city and sharing the charm of Piedmontese culture with them.

A School for Every Stage of Life

L’Italiano Porticando stands out because of its diverse student population. Its courses run throughout the year for students ranging in age from 16 to over 85 years old. Moreover, the school has developed different courses designed for people of varying ages and learning goals. For example, children can attend summer camps organized by L’Italiano Porticando, while mature students can enroll in a special “50+” course that combines Italian lessons with city tours and local culinary experiences.

Learning Italian Through Living It

Like many modern language schools today, L’Italiano Porticando emphasizes real-life communication and practical language use from the very beginning of the learning journey. Students are encouraged to start speaking Italian from their first day of classes, while grammar and syntax are integrated naturally into communication activities. Moreover, the courses do not rely on a single standard textbook; instead, teachers prepare personalized materials adapted to the students’ level and course objectives.

At the same time, the learning process uses a contemporary methodology that focuses on helping learners develop critical thinking and speaking skills.

Another essential feature of learning at L’Italiano Porticando is its atmosphere. Being run as a family business, the school creates a cozy and welcoming environment for everyone. Students are encouraged to feel comfortable and supported throughout their learning experience, which plays an important role in language acquisition.

Excellence in Teaching and Professional Standards

As mentioned above, teaching Italian as a second or foreign language is one of the core missions of L’Italiano Porticando. Therefore, the school maintains high standards for all of its instructors. All teachers are required to hold university qualifications or a Master’s degree related to teaching Italian to foreigners.

New instructors undergo thorough preparation before beginning work with students, while the teaching staff receives continuous mentoring and professional development to maintain high educational standards and stay updated with innovative teaching practices and technological advancements.

Beyond the Classroom: A Complete Cultural Experience

Apart from studying the language itself, attending L’Italiano Porticando allows students to explore Italian culture in depth. The school provides personalized support services for incoming learners, including assistance with accommodation, practical information about life in Turin, and airport transfer services upon request.

Additionally, the school organizes a variety of extracurricular activities included in the course price. These activities include guided tours around the city, visits to royal residences and museums, cooking classes, and wine tastings. Such experiences help students improve their language skills while becoming more familiar with Italian culture and daily life.

Tailored Pathways and Recognized Certifications

L’Italiano Porticando offers various courses designed to meet the needs of different student groups. For example, the school provides specialized Business Italian courses aimed at helping students prepare for interviews and work in multilingual environments. Individual lessons with a teacher are also available upon request.

Before enrolling in a course, students complete a needs assessment questionnaire to ensure that the selected program aligns with their personal goals and learning expectations.

Moreover, L’Italiano Porticando is an authorized examination center for the CELI certification exam conducted by the University for Foreigners of Perugia. This certification is particularly valuable for students planning to pursue higher education in Italy, work in Italian companies, or apply for Italian citizenship.

In addition to its educational programs, the school holds memberships with ASILS and EDUITALIA, confirming its strong reputation in the language education sector. Furthermore, L’Italiano Porticando collaborates with international organizations that provide students with additional opportunities and support.

For example, the school is officially recognized for Bildungsurlaub programs in Germany, allowing eligible students to attend courses as part of their approved educational leave. It is also connected to Sweden’s CSN funding program.

The Impact of Learning at L’Italiano Porticando

The impact of L’Italiano Porticando can best be understood through the experiences of its students. One student, Buster from Denmark, secured an internship in Italy after only three months of studying at the school. Another student, Muhammad from Lebanon, successfully obtained his CELI B2 certification and later gained admission to a prestigious Italian university.

Stories like these reflect the school’s ability not only to teach a language but also to help students build new academic, professional, and personal opportunities.

Conclusion and Future Plans

Over the past two decades, L’Italiano Porticando has established itself as a respected name in Italian language education. By combining personalized teaching, cultural immersion, and a welcoming environment, the school continues to attract students from around the world.

Looking ahead, the institution plans to continue growing while remaining true to its original philosophy and values. Future goals include attracting younger learners and expanding opportunities for international student groups, ensuring that L’Italiano Porticando continues to offer authentic and meaningful language-learning experiences for years to come.