INTENSIVE ENGLISH PROGRAM OVERVIEW

The course is designed for students at an intermediate level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic writing skills, as well as skill in critical thinking, needed to compose simple texts in various academic genres.

Language Acquisition Programs

Program Goal

The goal of the program is to develop the discrete language skills of reading, writing, listening, and speaking in the register of academic English, so that students may meaningfully participate in English-medium higher education instruction.

Program Outcomes

By completing this program of study, students will be able to:

  • Compose linguistically complex texts in a variety of academic genres that references knowledge from academic sources.
  • Research a topic by reading linguistically complex academic texts.
  • Participate effectively in a linguistically complex academic discussion.
  • Understand the main ideas and significant details in linguistically complex academic lectures and presentations.
  • Present on an academic topic in using linguistically complex language.

Program Delivery Model and Curriculum

Metro Institute deliver its Intensive English for Academic Purposes (IEAP) program for a total amount of 24 clock hours a week. 18 hours per week is considered the minimum amount of instructional time for a language course to be considered “intensive”.
The curriculum would consist of three core courses (Academic Reading, Academic Writing, and Academic Oral Communication), with 3 levels of proficiency. Additionally, one course of explicit grammar instruction would be offered, with 3 levels of proficiency as well.  The levels of proficiency are aligned with the Common European Framework of Reference for Languages (CEFR), with the first level equating to CEFR Level B1 through B1+, the second level equating to B2-B2+, the third level to B2+ to C1. The courses are designed to allow students to develop the discrete language skills (reading, writing, listening, and speaking) needed to meaningfully participate in higher education contexts in which Global English is the medium of instruction. Additionally, the courses introduce students to metacognitive strategies conducive to effective student behaviors, as well as instilling a sense of self-efficacy in learning.
Each course would meet for 90 minutes a day, four times a week.

Course Goals and Outcomes

All course outcomes are informed by the Global Scale of English framework. Please view attached file, “GSE-LO-Academic.pdf,” for more information.

Goal

Level 1 Academic Reading

The course is designed for students at an intermediate level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic reading skills, as well as skill in critical thinking, needed to comprehend simple academic texts.

Outcomes

  • Can understand the main idea of a passage using textual clues.
  • Can scan a simple academic text to find specific information.
  • Can recognize the writer’s point of view in a simple academic text, if guided by questions.
  • Can take basic notes on a text about a familiar topic in their field of study.
  • Can predict the content of a simple academic text, using headings, images, and captions.
  • Can identify key information in a simple academic text, if guided by questions.
  • Can derive the probable meaning of a few unknown words from short, familiar contexts.

Goal

INTENSIVE ENGLISH PROGRAM

The course is designed for students at an intermediate level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic writing skills, as well as skill in critical thinking, needed to compose simple texts in various academic genres.

Outcomes

  • Can take notes on a simple presentation or lecture aimed at a general audience.
  • Can write an introduction to a simple essay, if provided with a model.
  • Can take notes on a simple academic text.
  • Can use a range of common connectors to show chronological sequence.
  • Can paraphrase information from a simple text, if guided by questions.
  • Can express a personal opinion in a simple academic text.
  • Can prepare a simple outline to organize ideas and information.
  • Can use common discourse markers to show order of importance.

Goal

Level 1 Academic Oral Communication

The course is designed for students at an intermediate level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic oral communication skills, as well as skill in critical thinking, needed to actively participate in simple extended classroom discourse, as well as to present information through a formal presentation.

Outcomes

  • Can ask questions about the content of a presentation or lecture aimed at a general audience, using simple language.
  • Can recognize emphasis through intonation and stress, if guided by questions.
  • Can answer basic questions in a simple academic discussion.
  • Can infer opinions in a simple presentation or lecture, if guided by questions.
  • Can generally follow changes of topic in discussions related to their field if conducted slowly and clearly.
  • Can contribute to a group discussion if the discussion is conducted slowly and clearly.
  • Can ask for more information after a simple lecture or presentation aimed at a general audience, using basic follow-up questions.
  • Can identify a speaker’s point of view in a simple presentation or lecture aimed at a general audience.
  • Can identify specific information in a simple presentation or lecture aimed at a general audience.

Goal

Level 1 Grammar

The course is designed for students an intermediate level of English proficiency who wish to study in English-medium higher education. Participants will review the form and use of English verb tenses, gerund and infinitive verb forms, articles, nouns, and modal verbs. Students in this course will also learn to construct advanced clause structures, including noun clauses, adverbial clauses, and conditional clauses. These grammatical concepts will be applied in writing and speaking assignments.

Outcomes

  • Can appropriately use the simple and progressive past, present, and future tenses.
  • Can identify a pronoun and its referent.
  • Can use count and noncount nouns correctly.
  • Can use modals to express ability, advice, necessity, requests, and suggestions.
  • Can modify nouns and adjectives and other nouns.
  • Can make basic comparisons with comparative and superlative adjectives.

Goal

Level 2 Academic Reading

The course is designed for students at an advanced level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic reading skills, as well as skill in critical thinking, needed to comprehend more linguistically complex academic texts.

Outcomes

  • Can identify the main organizing themes in a linguistically complex academic text in their field of specialization.
  • Can identify the main line of argument in a linguistically complex academic text.
  • Can compare and critically evaluate a summary against the original text.
  • Can understand definitions of technical terms presented in a linguistically complex academic text.
  • Can take effective notes on a linguistically complex and unfamiliar text.
  • Can identify examples supporting an argument in a linguistically complex academic text.
  • Can understand the writer’s purpose in a linguistically complex academic text.
  • Can distinguish between different viewpoints in a linguistically complex academic text.
  • Can recognize the writer’s point of view in a linguistically complex academic text.
  • Can understand cause and effect relationships in a linguistically complex academic text.
  • Can recognize organizational patterns within a linguistically complex academic text.
  • Can understand details of the use of numerical data in charts and graphs in a linguistically complex academic text.
  • Can scan a linguistically complex academic text to find specific information.
  • Can identify the sources of information in a linguistically complex academic text.
  • Can distinguish between the main idea and related ideas in a linguistically complex academic text.
  • Can predict the content of a linguistically complex academic text by reading introductory and summary statements.
  • Can evaluate the main points of an academic argument on an unfamiliar topic.
  • Can guess the meaning of an unfamiliar word from context in a linguistically complex academic text.
  • Can use relevant material in academic textbooks and articles to support or challenge an argument.
  • Can follow the development of a central theme to support a specific conclusion in an academic text.
  • Can take detailed notes on research in their field of specialization.

Goal

Level 2 Academic Writing

The course is designed for students at an advanced level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic writing skills, as well as skill in critical thinking, needed to compose more linguistically complex texts in various academic genres.

Outcomes

  • Can use information from academic texts to support a thesis.
  • Can synthesize information from two or more academic texts.
  • Can support a thesis in an academic text using statistical examples.
  • Can describe in detail technical information contained in a visual in an academic text.
  • Can write a linguistically complex essay in response to a specific question.
  • Can use appropriate tone and register when writing academic texts.
  • Can use a range of verb tenses to convey nuances of meaning in an academic text.
  • Can write a bibliography showing an understanding of conventions.
  • Can identify and correct errors in a piece of academic writing.
  • Can take notes on a linguistically complex academic text.
  • Can take notes on a linguistically complex presentation or lecture in their field of specialization.

Goal

Level 2 Academic Oral Communication

The course is designed for students at an advanced level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic oral communication skills, as well as skill in critical thinking, needed to actively participate in more linguistically complex extended classroom discourse, as well as to present information through a formal presentation.

Outcomes

  • Can contribute to a group discussion even when the speech is fast and colloquial.
  • Can recognize rhetorical questions in a linguistically complex presentation or lecture.
  • Can recognize that a speaker has paraphrased ideas in a linguistically complex presentation or lecture.
  • Can recognize discourse markers that convey turn-taking in a linguistically complex academic discussion.
  • Can ask someone to elaborate on a point in an academic discussion, using linguistically complex language.
  • Can follow lines of argument in a linguistically complex presentation or lecture
  • Can synthesize information from two or more academic sources in a discussion or presentation.
  • Can summarize key information from a linguistically complex presentation or lecture in their field of specialization
  • Can paraphrase information taken from a linguistically complex academic text.
  • Can effectively and appropriately challenge ideas in an academic discussion
  • Can recognize the use of emphasis to highlight significant points supporting an argument in a linguistically complex presentation or lecture.
  • Can describe conclusions they have drawn from a linguistically complex presentation or lecture.
  • Can understand the use of hypothetical situations in a linguistically complex discussion or debate.
  • Can summarize information from a linguistically complex academic text.
  • Can express opinions on topics, using linguistically complex language.
  • Can refer to reference sources from written academic texts to support a position in a discussion.
  • Can develop an argument on an academic topic, including supporting points and relevant examples.
  • Can ask for clarification during an academic discussion, using linguistically complex language.

Level 2 Grammar

Goal

The course is designed for students an advanced level of English proficiency who wish to study in English-medium higher education. Participants will practice the development of the form and meaning of the common grammatical structures used in academic English.

Outcomes

  • Can appropriately employ the English verb tense system to express a variety of meanings.
  • Can formulate questions using relative adverbs.
  • Can construct tag questions correctly.
  • Can appropriately employ nouns and pronouns in phrases, clauses, and sentences.
  • Can use modal auxiliary verbs to express ability, possibility, politeness, advice, necessity, preference, prohibition, and suggestion.
  • Can employ the imperative mood to state a command.
  • Can construct compound sentences with coordinating conjunctions.
  • Can construct complex sentences with subordinators.
  • Can use comparative and superlative forms of adjectives and verbs.
  • Can construct a passive sentence.
  • Can appropriately use articles and quantifiers.
  • Can construct adjective clauses to describe people and things.
  • Can use gerunds and infinitives to express purpose and causation
  • Can employ noun clauses to express quoted and reported speech.

Goal

Level 3 Academic Reading

The course is designed for students at a high-advanced level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic reading skills, as well as skill in critical thinking, needed to comprehend linguistically complex academic texts.

Outcomes

  • Can understand complex or extended metaphors in an academic text.
  • Can identify ambiguous language in extended linguistically complex academic texts.
  • Can understand the use of satire in a linguistically complex text.
  • Can synthesize information from multiple linguistically complex academic texts related to similar content.
  • Can critically evaluate the effectiveness of a linguistically complex discursive essay.
  • Can critically evaluate the effectiveness of a linguistically complex descriptive essay.
  • Can recognize multiple purposes in a linguistically complex academic text.
  • Can understand a critique of a linguistically complex academic text.
  • Can critically evaluate the quality of sources used in a linguistically complex text.
  • Can compare the presentation of a key concept in different texts by different authors using different styles of writing.
  • Can synthesize information from two or more linguistically complex texts in their field of specialization.
  • Can research a topic by reading linguistically complex academic texts.
  • Can identify different types of supporting details in a linguistically complex academic text.
  • Can infer meaning in a linguistically complex academic text.
  • Can understand a detailed description in a linguistically complex academic text.

Goal

Level 3 Academic Writing

The course is designed for students at a high-advanced level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic writing skills, as well as skill in critical thinking, needed to compose linguistically complex texts in various academic genres.

Outcomes

  • Can provide references to inferred knowledge from academic sources in their field of specialization in a linguistically complex academic essay.
  • Can base a conclusion on a logically linked series of complex ideas in an academic research paper.
  • Can use linguistically complex vocabulary and structures to enhance the impact in academic reports and essays.
  • Can develop an extended line of reasoning in a linguistically complex academic text.
  • Can write a linguistically complex academic essay in an appropriate style and register.
  • Can synthesize information from multiple linguistically complex academic texts.
  • Can write the conclusion to a thesis or dissertation.
  • Can support a thesis in an academic text using research findings.
  • Can summarize research methodology and findings appropriately in a report.
  • Can write the introduction to a thesis or dissertation.
  • Can support a main idea with explanations and examples in a linguistically complex academic text
  • Can write effective and appropriate essays in a range of genres.
  • Can embed quotations and paraphrases appropriately in written work.

Goal

Level 3 Academic Oral Communication

The course is designed for students at a high-advanced level of English proficiency who wish to study in English-medium higher education. Participants will develop the fundamental academic oral communication skills, as well as skill in critical thinking, needed to actively participate in linguistically complex extended classroom discourse, as well as to present information through a formal presentation.

Outcomes

  • Can understand implied or unstated meanings in a linguistically complex presentation or lecture.
  • Can understand an extended hypothetical argumentation in a linguistically complex discussion.
  • Can paraphrase information taken from several linguistically complex academic texts.
  • Can participate in a linguistically complex academic discussion.
  • Can make a detailed and linguistically complex evidence-based argument in an academic presentation or discussion.
  • Can summarize an extended and linguistically complex academic presentation or discussion.
  • Can effectively describe an interpretation of the main message provided by a speaker in a linguistically complex academic presentation or discussion.
  • Can clarify points they are trying to make in an academic discussion, using linguistically complex language.
  • Can summarize information from several linguistically complex academic texts.
  • Can take effective notes while listening to a linguistically complex presentation or lecture on an unfamiliar topic.
  • Can give a presentation on an academic topic in their field of specialization, using linguistically complex language.

Goal

Level 3 Grammar

The course is designed for students at a high-advanced level of English proficiency who wish to study in English-medium higher education. Participants will practice the development of the form and meaning of the more complex grammatical structures used in academic English.

Outcomes

  • Can use modal verb phrases to express obligation, wishes and intentions, and likelihood, to refer to past habits and routines, and to make requests, offers and grant permission.
  • Can use the present continuous passive voice.
  • Can construct noun clauses appropriately for quoted and reported speech.
  • Can construct adjective clauses appropriately to modify sentences.
  • Can employ gerunds and infinitives appropriately in a clause or sentence.
  • Can use gerunds or infinitives to express purpose, need, perception, or causation.
  • Can employ parallel structure, paired conjunctions, and coordinating conjunctions to connect words, phrases, and clauses.
  • Can use adverb clauses to express time relationships, cause and effect, contrast, and condition.
  • Can employ the appropriate verb forms in conditional sentences.
  • Can identify pronouns and their referents.
  • Can appropriately use articles and nouns.

Materials

It is recommended that for the core courses, the IEAP program use the University Success series by Pearson Education. University Success consists of 3 textbooks, Reading, Writing, and Oral Communication, across three levels of proficiency (Intermediate-High Intermediate, Advanced, and Transition). The Intermediate-Higher Intermediate book would be used in Level 1 of the program, the Advanced book would be used in Level 2 of the program, and the Transition book would be used in Level 3. For the grammar course, it is recommended to use the Azar Grammar textbook series, also by Pearson Education.
Additionally, the textbook series is intended to be used with an online learning management system, MyEnglishLab, which provides supplemental readings, audio and video selections, and assessments. Furthermore, use of MyEnglishLab with University Success would allow Metro Institute of Language Acquisition to deliver its IEAP program online, in a distance learning model, if so desired.

Assessments

It is important for the IEAP to engage in continual assessment of its students’ language development. As such, the IEAP will require all incoming students to take a placement examination in order to determine their level of academic English proficiency. Since Metro Institute has expressed interest in operating a testing center, it is recommended that it consider the use of the Pearson English Placement (PEP) computerized examination for the incoming assessment of IEAP students. The advantage of using the PEP is that as a Pearson product, it is aligned with the objectives of the University Success textbook series, allowing for accurate placement into courses. Likewise, a student’s readiness to move to the level of the IEAP program can be assessed using the Pearson Progress computerized examination. Both the PEP and Progress tests can express their results according to the CEFR.
If desired, the IEAP program could consider administering the TOEFL or IELTS examination as a culminating assessment at the end of the program. This would incentivize enrollment into the IEAP, as it would allow graduating students the opportunity to apply for enrollment in degree programs at Metropolitan University of Somalia or other institutions.

Methodology

It is important that the curriculum be presented in a communicative language teaching (CLT) approach with a heavy focus on task-based language instruction (TBI). Since the ultimate goal of the program is to prepare students to be able to use academic English to accomplish the various academic tasks their instructors shall require of them during English-medium instruction, IEAP students should have multiple opportunities to use authentic language to accomplish meaningful tasks. One advantage of the recommend textbooks to be adopted for the program is that the instructional activities presented in them are highly task-based.