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Mentor Language Institute

Name: Mentor Language Institute
Address: Los Angeles, US
Telephone: +13108870777
Rating: 4.7959

98 reviews

english language school Best English Language Schools in United States Best English Language Schools in California

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+13108870777

Open 9:00 AM - 5:30 PM now

10880 Wilshire Blvd #122, Los Angeles, CA 90024, USA Get Directions

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ABOUT Services Excellence Summary

Mentor Language Institute, established in 2002, can be conveniently accessed from Westwood or Hollywood. We serve learners from all nations who want to get better in English. Mentor Language Institute offers an ESL Program (General English Program) with six skill areas: Grammar, Writing, Vocabulary, and Listening/Speaking. TOEFL (r), GRE (r/GMAT (r), IELTS (tm). ToeIC (r), and Business English are also available for learners interested in higher studies. Many learners have furthered their education at top US schools such as Santa Monica College, USC, UCLA, and Santa Monica College.

SUMMARY Reviews Summary

Mentor Language Institute's reviews predominantly commend its program quality, teachers' friendliness, and helpful staff. Students experienced substantial learning and cultural exchange benefits in a flexible, diverse classroom. The international groupings fostered meaningful intercultural connection, enabling students to share perspectives and establish friendships, supplemented with popular social activities offered by the institute. Together, the school and local community encouraged a comprehensive cultural immersion that students found both fun and effective. Reviewed students also found these opportunities cost-effective, with specifics on cost, however, omitted. The facility also links the commuter-level attention students receive to improved outcomes and recommends using the promoter of the institute. The success of the language program was heavily borrowed from the cultural immersion—a low number of students per class marking an ongoing friendly interaction with teachers who display superior academic and emotional support from the content of their teaching. Students reported that they could text independently during a class, engage in operationalized classroom communication and, if needed, relocate to remedy academic setbacks.