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Embark on a rewarding journey in teaching English as a foreign language with our online TEFL/TESOL certification programs. Whether you're looking to start your career as an English teacher, fulfill the au pair 6-credit class requirement, or simply have a passion for inspiring others through language, our program is designed to equip you with the skills and knowledge needed to succeed. 

Join our global community of educators, explore new horizons, and make a meaningful impact on the lives of others through the power of language. Start your au pair course with Bridge today! 

Why Study with Bridge? 

Bridge courses meet j-1 au pair visa education requirements and credits., these flexible online courses allow you to work at your own pace. approach them as au pair weekend classes, work on them in the evenings, or design your own schedule – the choice is yours , bridge is an accredited, post-secondary institution eligible for au pair learning and university credit. , grow your career with an internationally recognized teaching certificate. , leverage your english skills to grow professionally and share your passion for international culture with others. , trusted by agencies, bridge has worked with au pairs from some of the united states’ biggest agencies.  .

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Need help deciding which au pair course is right for you? 

Contact a bridge advisor today, unlock the world: teach english and make a global impact , wondering how you can use a tefl/tesol certification here are some of the most popular options for english teachers worldwide  , .01 travel and teach .

Whether you’d like to teach English online and travel the world as a digital nomad or you dream of moving and teaching abroad at a school or with an international program, a TEFL/TESOL certificate is required by most employers (online or in person).  

Andrea, From Argentina, on Being a Global Educator

Margarida, Online English Tutor and Digital Nomad, Currently in Croatia

Sithembiso, From South Africa, EFL Teacher in Japan

.02 teach in your home country.

Bridge certificates are internationally recognized. Once you return to your home country, you can choose to work at a private school, language institute, or even with a public school as an English teacher. You can choose to work with young learners in primary or secondary education, or to work with adults teaching popular subjects like Business English.  

Roberta, From Brazil, Teaching English at a School and Online

Belinda, Teacherpreneur From Malaysia

.03 teach english online .

If you prefer an online teaching gig, you can work as a freelancer for popular online tutoring companies like Cambly or Preply, or you can work as an independent English teacherpreneur by starting your own tutoring business.  

Bridge’s Accreditation

Bridge is an accredited post-secondary institution recognized by the U.S. Department of Education. This institutional accreditation distinguishes Bridge from the many self-described “providers” that offer TEFL courses online. 

Bridge’s Institutional accreditation by a government recognized body provides the ultimate assurance of the quality of your training and certification.  

Additionally, the American Council on Education’s College Credit Recommendation (ACE Credit) has reviewed and recommended select Bridge courses for undergraduate or graduate-level college credit.

U.S. Department of Education Recognized Agency

Association for Quality Education and Training Online

College Credit Recommendation Service

Frequently Asked Questions:

01. which course should i take to earn my 6 learning credits and 72 hours .

All of Bridge’s courses are eligible for au pair learning credit. Our programs are approved for post-secondary credit through ACCET and are recognized by the U.S. Department of Education. Most au pairs pick a TEFL/TESOL certificate with at least 80 hours to fulfill their learning requirements.  

Bridge’s programs offer continual education units (CEUs). You will earn 1 CEU for every 10 hours of online study. Your final certificate will state the total learning hours, continuing education units (CEUs), college credits (if applicable), and completion date.  

02. How can I earn college credit for my Bridge course? 

Select Bridge courses have been approved for college credit through the American Council on Education (ACE). After completing your course, you will receive a digital badge , issued by Credly, accompanied by an online transcript. The online transcript can be transferred to over 1,500 universities across the United States. If you have taken a Bridge course with college credit, your final course certificate will also state the number of credits available through ACE.

03. Is there a set schedule with required times to login and work on the course? 

No! Bridge’s online courses are flexible. This means you can set your schedule to work on your online au pair course when it works best for you and your host family. Many trainees prefer to take our au pair classes on weekends.

04. How long do Bridge’s courses take to complete? 

Bridge’s courses have a 3-month duration. However, since you are able to set your own schedule, many trainees are able to finish their au pair classes before the 3-month timeline.

05. When can I download my certificate?

Your certificate, complete with the total learning hours, continuing education units (CEUs), college credits (if applicable), and completion date will be available digitally within two hours of completing your online course.  

06. What levels are Bridge courses?

Bridge is institutionally accredited through ACCET and recognized by the U.S. Department of Education. All of Bridge’s courses and programs are eligible for au pair learning credit. 

The Office of Qualifications and Examinations Regulation (Ofqual) is the regulator of qualifications, examinations and assessments in England and the regulator of vocational qualifications in Northern Ireland and therefore relevant for UK-based organizations. Bridge courses have been similarly reviewed and recommended for university credit equivalencies by The American Council on Education (ACE Credit) and many university partners. Bridge is a post-secondary institution accredited by ACCET (recognized by the U.S. Department of Education). 

If you’d like to learn more about Bridge’s accreditation and our course equivalents to the Office of Qualifications and Examinations Regulation (Ofqual) levels, please visit https://bridge.edu/tefl/course-accreditation. 

07. What if I need additional documentation? 

If you need additional documentation, Bridge advisors can provide it! Alongside your certificate of completion, Bridge can provide:

• A Letter of Enrollment, confirming your enrollment in a Bridge course. This letter can state the full number of hours you are expected to complete and your anticipated graduation date. 
• A Progress Statement or Partial Certificate as you work to complete your course, as certain milestones allow you to download a certificate to showcase hours completed before you receive your final certificate for the full program. As needed, Bridge can also prepare a Progress Statement that documents your progress in the course, estimated hours completed, content completed, and anticipated graduation date. 

After you have started your course, simply contact our Support Team to request any additional documentation you might need. 

Ready to dig deeper? 

Learn about the intricacies of an au pair program and how to maximize your learning potential , discover how to make the most of your au pair experience, and meet au pairs who have completed a TEFL/TESOL course and are now diving into the world of teaching English!

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September 18, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

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trusted source

Is AI exacerbating disparities in education?

by Stanford University

While much has been made of artificial intelligence's promise to improve educational opportunities and outcomes, a group of Stanford students is highlighting the importance of a different perspective on AI in education: It isn't just about using AI to bridge gaps in educating our students. It is also about how we "educate" AI.

In a first-ever collaboration between the Stanford Center for Racial Justice (SCRJ) and Stanford Law School's International Human Rights and Conflict Resolution Clinic, 10 students recently had the opportunity to research and write a report on AI and education for Ashwini K.P., the United Nations Special Rapporteur on Contemporary Forms of Racism, Racial Discrimination, Xenophobia and Related Intolerance.

"One of the areas I specifically wanted to dive into while in law school was the intersection of artificial intelligence and racial justice," says report-co author Imani Nokuri, JD '25, "so this was a dream project."

The project found its way to Stanford Law School following discussions between the Special Rapporteur and Gulika Reddy, director of the International Human Rights and Conflict Resolution Clinic, about how the clinic can support the Special Rapporteur's mandate.

"Supporting Ashwini K.P.'s mandate was in alignment with our clinic's work on equality and non-discrimination and a great learning opportunity for our students," Reddy says.

"The clinic consulted a range of experts working at the intersection of AI and human rights and decided to focus on AI and education. Given this focus, we thought of the Center for Racial Justice and the important work they have done in that area, and it seemed like the ideal time for students in the clinic and center to work together on a project."

Six clinic students and four SCRJ students collaborated over four weeks during the Spring 2024 quarter, delving into the promises and pitfalls of artificial intelligence in the realm of global education programs, specifically AI's potential to exacerbate existing inequalities and discrimination. Their final memo was folded into Ashwini K.P.'s broader thematic report on AI published in June 2024. Following their completion of the memo, the research team met with the special rapporteur over Zoom to present their findings and recommendations.

"It is not everyday you wake up and say, 'Today I get to present my research to a United Nations special rapporteur,'" says Maya King, JD '25, a Human Rights Clinic student who focused her portion of the project on a comparative analysis of how different countries regulate AI.

"It was a fantastic experience to see our efforts move from the research phase, to a written memo, to global dissemination to members of the United Nations in less than three months."

Can AI exacerbate past discrimination?

In the realm of education, artificial intelligence is used to enhance teaching, personalize learning experiences, and help educators make predictions about a student's future—such as their risk of dropping out of high school, likelihood of college admission, career opportunities, and other variables. AI in schools has many benefits, including helping to better accommodate students with disabilities, explains Hoang Pham, director of Education and Opportunity at SCRJ, where he leads research and policy initiatives to address racial inequities in the U.S. education system.

But there's a flip side.

AI algorithms can exacerbate racial disparities in education for a variety of reasons, including because the historical data that developers input into the technology to "train" it often replicates pre-existing biases, says Pham who oversaw the UN project with Reddy and Shaw Drake, clinical supervising attorney.

"Predictive analytical tools, for example, play a role in determining the likelihood of future student success, and while these tools are intended to assist educators in improving outcomes for students, predictive analytics often rate racial minorities as less likely to succeed academically," Pham says.

"This is because factors with historically racially disparate outcomes, such as attendance, behavior, grades, income, and sometimes race, are used in the algorithms to generate predictions, which then reflects the racial disparities in the data."

In their report, the students stress the complexity of the issue and the need for nuance and a mindful approach to incorporating AI into education: " No one-size-fits-all answer will resolve the dilemmas that arise in this area," they observe, "making it critically important for stakeholders to consider the complexities of AI in education and to further explore frameworks that address its rapidly evolving nature—where the racial discrimination problems of today may not be those of tomorrow."

According to Nokuri, one of the student co-authors from SCRJ, the report strongly urged AI developers and governments "to consider the human factor, and the holistic point of view." Among the cited research was a paper focusing on data transparency in education led by Hariharan Subramonyam, an assistant professor at the Stanford Graduate School of Education and faculty fellow at Stanford's Institute for Human-Centered Artificial Intelligence.

"When all you do is rely on data, and don't seek the input and insight of the teachers and students—the very people the technology is supposed to aid—that's when you run the risk of perpetuating past mistakes and essentially encoding them into the future," Nokuri says. "A lot of our recommendations came down to including the input of community stakeholders as we develop this powerful new technology."

Recommendations for AI in education

"The students really drove this work with exceptional skill and speed," Drake says. "Every student dove deep into their research and produced an exceptionally useful document, all while working together seamlessly and on a short time frame. It is a joy to see their hard work have such an impact."

In addition to recommending that teachers, students, and marginalized racial and ethnic groups should be consulted when developing AI technologies, the students' report also called for governments to develop public education programs focused on the responsible use of AI and to promote open-source tools in education to allow communities equal access to AI technology. Additionally, the report recommends that countries continue to research how existing laws and regulations might apply to racially discriminatory outcomes from the usage of AI.

The UN report will feed into future projects at the clinic and SCRJ. "We are going to build from this, do more research, and continue to advance the conversation around what AI in education needs to be to ensure it helps mitigate and not exacerbate racial disparities that we know have existed in education for a very long time," Pham says.

The Clinic will also continue its work in the area of equality and non-discrimination, which has included work conducted in partnership with impacted communities and civil society in Jamaica, Uganda, and the United States, as well as with the UN Special Rapporteur on extrajudicial, summary or arbitrary executions.

Provided by Stanford University

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