The goal of the English program for international students is to prepare them for success in their academic work at the Academies. The program focuses on building and solidifying various language skills, including reading, writing, listening, and speaking, as well as improving their English grammar and vocabulary. Along with helping students to develop good study habits, the ESOL program prepares students to handle the language requirements of other courses, and also to handle a variety of assignments - from taking notes to text analysis, writing papers, preparing arguments, making presentations. In addition, the program will help students understand cultural differences and expectations in Culver classrooms.
ESOL (English for Speakers of other Languages)
2 terms, solid, 1 credit, C
English for Speakers of other Languages is the first of two courses with these overall objectives. ESOL will cover the basics, focusing on writing clear, correct sentences, unified and coherent paragraphs, basic essay structure, initial skills in research, and journal writing. ESOL students will do both intensive and extensive reading of a variety of texts. During the semester the students will report on their independent reading both in their journals and in presentations. The grammar instruction will be purposeful with a goal of incorporating the correct grammar into the students' overall competence. To develop speaking ability and confidence, students will be making presentations, leading class discussions, and participating in role play or dramatic situations in front of others. (All students finishing ESOL move on to English 1.)
2 terms, solid, 1 credit, C
The second course in the ESOL program is for students who have already demonstrated some solid skills in English. Students will continue to develop their overall English competency in all skill areas. English 1 will focus on writing unified and coherent paragraphs, essays using various rhetorical styles, developing more advanced research skills, and also journal and creative writing. Students will read from a variety of texts, including several novels, and will read as part of researching topics. The students will do their own independent reading and report both in their journals and in presentations. The grammar instruction will be student-centered with students working independently according to their own difficulties. To develop speaking ability and confidence, students will be making presentations, leading class discussions, and participating in role play or dramatic situations in front of others. (Students finishing English 1 move into regular humanities and literature classes with their peer groups.)
2 terms, non solid, 1/2 credit
This non-solid course serves as a bridge course for ELL students as they transition from the ESOL program into full participation in mainstream programming. English Studies partners with the mainstream Humanities classes and supports students in the development of the language skills needed for successful performance in mainstream coursework. In English Studies, the students work independently to improve their skills, and instruction is personalized based on the particular needs of the student. Students work on a variety of advanced reading comprehension skills, vocabulary expansion, academic writing, such as critical responses and essays, skills involving research writing, advanced grammar and/or formal speaking in presentations and discussions. The bulk of the course relates directly to materials being covered in the parallel sections of humanities in which students are enrolled. In this regard, the class provides an ideal environment for students to ask questions related to assignment guidelines, teacher expectations, unfamiliar content, cultural issues and language use. The secondary focus of English Studies is to help students improve their performance in standardized testing, especially TOEFL testing. A portion of each class and homework assignments are devoted to developing students' overall language proficiency. Student elibibility for English Studies is based on teacher recommendations, ITP or iBT TOEFL testing, overall skill level and performance in mainstream classes.