Curriculum

Course Descriptions

Click here for a list of available ELP courses and their respective descriptions

Course Objectives

Click here for a list of course objectives for our course offerings

Sample Schedule

Time	Monday	Tuesday	Wednesday	Thursday
9:00 - 10:15	Language Lab	Reading I	Grammar I	Reading I
	Language Lab	Reading IIA	Grammar IIA	Reading IIA
	Language Lab	Reading III	Grammar III	Reading III
	Language Lab	Reading IIB	Grammar IIB	Reading IIB
10:30 - 11:45	Language Lab	Reading I	Grammar I	Reading I
	Language Lab	Reading IIA	Grammar IIA	Reading IIA
	Language Lab	Reading III	Grammar III	Reading III
	Language Lab	Reading IIB	Grammar IIB	Reading IIIB
11:45 - 12:45	Lunch Break
1:00 - 2:15	Oral Skills I	Writing I	Oral Skills I	Writing I
	Oral Skills IIA	Writing IIA	Oral Skills IIA	Writing IIA
	Oral Skills III	Writing III	Oral Skills III	Writing III
	Oral Skills IIB	Writing IIB	Oral Skills IIB	Writing IIB
2:30 - 3:45	Oral Skills I	Writing I	Oral Skills I	Writing I
	Oral Skills IIA	Writing IIA	Oral Skills IIA	Writing IIA
	Oral Skills III	Writing III	Oral Skills III	Writing III
	Oral Skills IIIB	Writing IIB	Oral Skills IIB	Writing IIB

Philosophy

The underlying philosophy of the English Language Program (ELP) rests on the following tenets: that second language acquisition occurs in developmental stages; that individual learning style affects the acquisition process; that individual learning experiences influence the acquisition process; and, that there is interconnectedness between language and culture. Given these beliefs, the ELP acknowledges and respects that students come to the program with various levels of proficiency, educational experiences, and purposes, all of which are equally important. more...

Methodology

Consistent with the curriculum philosophy of the English Language Program, the instructional methods are as varied as the number of instructors and students. An eclectic approach to language pedagogy is essential to meet the varying learning styles and proficiency levels of the student population. Accordingly, a ‘sole-theory or practice’ approach to instruction is intentionally avoided. The guiding principle is to present material in a way that elicits the established learning outcomes for students as individuals, while capitalizing on the strengths of each instructor. more...