The College of Academic Language (CAL) plays a central role in advancing academic quality, English-language proficiency, and transnational education excellence across the Australia Institute of Future Education (AIFE) and the broader AEMG network. As the academic hub responsible for English for Academic Purposes (EAP), discipline-specific Academic Content Workshops (ACW), and EAP Teacher recruitment, CAL ensures that students are equipped with the linguistic, analytical, and academic skills necessary for success in international higher education settings.
CAL oversees curriculum design, quality assurance, teacher recruitment, development, and the delivery of AEAP programs across multiple partner universities in China and globally. Its work spans foundational academic literacy, discipline-integrated language learning, research and writing skills, academic integrity education, assessment design, and the alignment of all programs with international benchmarking frameworks such as the AQF, TEQSA standards, NEAS quality principles, and partner-university requirements.
Supported by a diverse team of foreign teachers, Chinese academic staff, Master Teachers, and branch leaders, CAL provides a consistent and high-quality learning experience to thousands of students each year. The College also leads major initiatives in curriculum modernisation, digital learning transformation, professional development, and academic policy reform, ensuring that AIFE remains at the forefront of innovative, student-centred academic language education.
The College of Academic Language serves as a bridge between cultures, institutions, and education systems—strengthening academic readiness, fostering global competencies, and empowering students to thrive in their undergraduate and postgraduate studies abroad.
The AEAP is a comprehensive English-language and academic-skills pathway designed to prepare students for successful transition into undergraduate studies at international partner universities.
Delivered across AIFE’s network of Chinese partner institutions, the 540 hour program provides a progressive learning sequence from Year 1 to Year 3 through modules such as Academic Language and Communication Skills (ALC1/ALC2), Academic Language and Study Skills (ALS1/ALS2), and Academic Culture and Research Skills (ACRS1/ACRS2).
Each stage equips students with essential academic competencies, including critical thinking, academic writing, research techniques, and oral communication skills. The program also incorporates discipline-aligned Academic Content Workshops (ACW), enabling students to build specialised vocabulary and analytical skills relevant to their chosen majors. The program empowers students with the linguistic proficiency, academic readiness, and global competencies needed to thrive in international higher education environments.
The Direct Entry Program (DEP) is AIFE’s endorsed English-language proficiency assessment, providing students with an academically robust alternative to external tests such as IELTS, TOEFL, and PTE. Recognised by universities in Australia, New Zealand, the United Kingdom, and the United States, the DEP offers a reliable, curriculum-integrated measure of students’ readiness for international higher education. Endorsed by NEAS Australia (National ELT Accreditation Scheme), the program ensures high standards of validity, fairness, quality assurance, and assessment integrity.
Designed specifically for students planning to pursue studies in English-speaking countries, the DEP evaluates not only core English-language proficiency but also the academic and research skills essential for success in university study. The assessment is holistic and structured, combining multiple modes of evaluation to reflect the authentic academic tasks students will encounter in their degrees.
Students are assessed in four key areas:
Together, these components offer a comprehensive and integrated measure of a student’s academic readiness, going beyond general English proficiency to assess their ability to think, write, analyse, and communicate in ways that align with university expectations.
Through its rigorous structure and endorsement by NEAS, the DEP provides students with a credible, high-quality pathway into undergraduate study, while offering partner universities a dependable benchmark of academic preparedness.
Associate Professor Hugh Leong, Dean, College of Academic Language
Associate Professor Hugh John Leong is a senior academic leader and educator specialising in academic language education, curriculum design, assessment, and international higher education. He currently serves as Associate Professor and Dean of the College of Academic Language at the Australia Institute of Future Education (AIFE), where he leads the strategic development and delivery of English for Academic Purposes (EAP), academic pathways, and quality academic language programs across the institution’s international network.
Dr Leong brings extensive experience in curriculum innovation, academic leadership, and research. Prior to his current role, he held senior academic positions at Swinburne University of Technology Sarawak Campus, including Head of School, Associate Professor, Deputy Head of School, and Director of the Centre of Education Research. His academic expertise spans testing and assessment, language pedagogy, academic communication, and educational research.
Dr Leong holds a PhD in Applied Linguistics, a Master’s in International Education from the University of Manchester, and a Bachelor of Education (TESL) with Honours from the University of Malaya. He is an accredited PhD principal supervisor has published research in scholarly journals and contributed to professional development and teacher training initiatives across Asia.
Known for his student-centred approaches, transformational leadership and commitment to academic excellence, Dr Leong plays a key role in advancing AIFE’s mission to prepare students for success in English-medium and international academic environments.
Dr Amy Ngo, Master Teacher
Dr Amy Ngo is an experienced TESOL educator, academic leader, and researcher with more than 25 years of teaching and curriculum expertise across Australia, Canada, Vietnam, and international higher education settings. She holds a Master of TESOL Studies from the University of Queensland (2004), a Master of Education from RMIT University (2007), and completed her PhD in Education at the University of Melbourne in 2020. Her academic work spans TESOL education, curriculum and pedagogy, language testing and assessment, and professional learning, with a strong commitment to supporting international students in developing the English language proficiency and academic literacy required for success in English-medium university environments.
Dr Ngo’s teaching philosophy is grounded in the belief that students learn best through dynamic, collaborative, and reflective learning experiences. She is dedicated to designing purposeful and inspiring educational environments that promote student engagement, self-exploration, and continuous growth as learners and future professionals. Her research interests include student engagement and learning outcomes, educational measurement, scale development and validation, and curriculum innovation.
Across her career, Dr Ngo has taught and supervised students in academic English, linguistics, TESOL pedagogy, research methods, second language acquisition, and critical thinking at both undergraduate and postgraduate levels. She has extensive experience designing, reviewing, and modernising curricula for delivery in both face-to-face and online learning environments.
Before pursuing her postgraduate studies in Australia, Dr Ngo served as a Senior Lecturer at the Faculty of English Teacher Education at Vietnam National University (VNU), where she also held several key leadership positions, including Head of School and Deputy Director of Studies (Teaching, Learning and Curriculum). Her international professional experience includes seven years as an ELICOS teacher at Monash College in Melbourne, as well as roles in Vancouver as an ESL Instructor at the International Language Academy of Canada (ILAC) and as an Academic English Instructor for Trinity Western University and University Canada West.
Marco Papageorgiou, Master Teacher
Marco Papageorgiou is an Academic English (EAP) practitioner and course designer specialising in academic literacy, research communication, and tertiary English instruction. He has taught across ELICOS and postgraduate EAP contexts, supporting students’ academic writing, assessment performance, and engagement with disciplinary discourse. His experience includes curriculum development, LMS-based course design, assessment creation, and academic feedback. Marco holds a Master of Applied Linguistics, a Master of Science (Research), a Master of Biotechnology, and a CELTA, bringing a rigorous, research-informed approach to academic language teaching.
Luke Murphy, Director, Direct Entry Program (DEP) (Interim)
Luke is an experienced academic manager and educator, working in international education for over a decade in Australia and China and managing English language programs for over six years in Chengdu and Chongqing.
He possesses a master of international relations with honours degree and a bachelor of psychological science degree from La Trobe University, as well as a Trinity College London DipTESOL and a Cambridge CELTA. He is also currently completing a PhD in education at the University of New South Wales. His research focuses transnational education and on Chinese higher education, with his dissertation topic being managers and teachers involved in Sino-foreign joint programs.
Luke has received two awards for English teacher management, as well as awards for project management and a best English teacher award. He was also one of nine Australian postgraduate students selected for the 2012 Australia-China Emerging Leaders’ Dialogue organised by the Queensland Government, Peking University, and Griffith University.
Yolanda Qiu, Deputy Director, Direct Entry Program
Yolanda is an experienced academic practitioner and higher-education administrator with more than a decade of frontline teaching and management experience across transnational education programs in China. She holds a Master’s degree in Linguistics from the China University of Mining and Technology, where she built a strong academic foundation in language studies, applied linguistics, and academic communication.
Throughout her career, Yolanda has worked extensively in university project branches, giving her a deep understanding of program delivery, student learning needs, teacher management, and the operational requirements of transnational higher education. Her experience spans classroom teaching, academic coordination, administrative oversight, and collaboration with faculty and institutional partners to ensure high-quality learning experiences for students.
Yolanda previously served as the AIFE Branch Manager at the China University of Mining and Technology, where she oversaw academic operations, supported staff management, implemented AIFE policies and standards, and ensured the smooth coordination of teaching activities on campus.
AIFE’s English for Academic Purposes (EAP) programs in China are delivered by a collaborative team of Chinese and International Academics who work closely together to support student success. This integrated model combines local educational expertise with international teaching standards, ensuring students are well prepared for English-medium higher education.
Our academics contribute across teaching and learning, educational research, and academic leadership, helping drive strong student outcomes and continuous pedagogical innovation. All EAP teachers meet AIFE’s quality standards, including a minimum Cert IV TESOL or CELTA qualification and high levels of English language proficiency.
Through this collaborative approach, AIFE maintains a high-quality EAP learning environment across its partner universities in China.
