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Can you teach a young learner to become more intellectually mature? 

When we think about preparing a young learner to study at university, language ability and academic qualifications are usually among the first things we consider. For an international student planning to study in English, there may be an additional focus on achieving a particular IELTS score or reaching B2 or C1 level. These are important objectives, but there is another area of development that can have an equally significant influence on how successfully a young person makes the transition into higher education: intellectual maturity. 

For an international young learner preparing for university, moving from B2 to C1 English can represent an important stage in their education. At B2, a student may already be a confident communicator. They can participate in conversations, explain opinions, understand relatively complex texts and manage many of the situations they encounter at school or while travelling. To an outside observer, they may already appear fluent. 

For an international young learner planning to study at university in an English-speaking country, language preparation can easily become dominated by numbers. What IELTS score does the university require? Is B2 sufficient, or does the student need to reach C1? What result must they achieve in writing, speaking, reading and listening? 

For younger learners studying in English, pronunciation can be one of the most noticeable - and sometimes intimidating - aspects of learning the language. A student may have a strong vocabulary, understand complicated grammar and perform well in written work, yet still find it difficult to communicate those abilities confidently when speaking. 

For parents considering an English course for a 16- to 19-year-old student, one question naturally comes before many others: how long should the course be? 

When professionals consider taking an intensive English course, one of the first questions they ask is also one of the most difficult to answer: how long should I study for? 

For teenage students studying in English, essay writing can be one of the most difficult skills to master. A student may have a good level of spoken English, a strong vocabulary and few problems understanding lessons, yet still find it surprisingly difficult to turn their ideas into a well-structured piece of extended writing. 

Whether you are delivering a business presentation, speaking at a conference, pitching an idea to potential investors or presenting as part of a university course, one thing is certain: the opening moments matter. 

For many English learners, pronunciation is one of the most challenging and emotionally sensitive aspects of language learning.

For many advanced English learners, reaching C1 level represents a significant achievement. At this stage, communication is fluent, flexible and effective across a wide range of situations. Learners can participate confidently in professional discussions, study at university level and express complex ideas with relative ease. In many respects, C1 is the point at which English stops feeling like a foreign language and starts becoming a natural tool for communication. 

For many advanced English learners, the distinction between C1 and C2 can seem surprisingly difficult to define. Both levels sit at the top of the Common European Framework of Reference (CEFR), both are considered advanced, and both allow learners to operate effectively in academic, professional and social environments.