STATEMENT OF PHILOSOPHY
The English as a Second Language Department offers a curriculum structured to meet the needs of those international students with limited English proficiency.
The Department uses the common reference points as outlined by the Common European Framework of Reference for Languages Developed through a process of scientific research and wide consultation, this document provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner. The Framework provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility.
The European Framework is a document which describes in a comprehensive manner:
the competences necessary for communication the related knowledge and skills the situations and domains of communication
The Framework facilitates a clear definition of teaching and learning objectives and methods. It provides the necessary tools for assessment of proficiency. http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
OBJECTIVES
Develop the reading, speaking, writing and listening skills that allow students to function competently in the United States.
Support and help students adjust to everyday life at the Interlochen Arts Academy.
Broaden the students’ cultural knowledge through interaction with ideas from a variety of countries including the United States.
Develop the technological skills that prepare students for the 21st century.
SPECIAL PROJECTS
Since 2001, The ESL Department collaborated with an independent radio broadcaster in creating, producing, directing and performing an original radio drama. Past dramas include “The Saphire Mummy”, “Class Project”, “But Not Our Souls”, and “Stand Up! and Sit Down!”. In April 2008, the production is based on Michigan history: :Dr. William Beamont, The Michigan Years”.
DESCRIPTION OF COURSE
ESL ENGLISH:
The three levels of the ESL English courses are designed to prepare international students for the demands students will encounter in the rigorous academic and arts courses. This includes developing the skills necessary for independent work, group work, class discussion, and writing research papers. The fact that international students must take standardized college entrance tests is also considered as part of ESL instruction.
Course Title: ESL Basic (ESL I)
Target Students: Beginning ESL students
Pre-Requisite if needed: ESL Placement Exam, Interlochen Faculty Placement
Number of times course can be taken: Multiple by instructor permission
Seating priority: none
Credit per semester: 2.0
Meeting Time: daily, plus weekly tutorial
Description:
This course introduces students to the basic structures of the English language through the skills of reading, writing, speaking, and listening. Students learn reading strategies in order to advance their reading skills. They expand oral comprehension and write complete sentences, a standard paragraph, and short content-based essays. They utilize the conventions of grammar and punctuation with a minimum of errors. Oral and written language skills approach those of mainstream learners. Students also learn the parts of speech.
Objectives:
To learn to write clear sentences and paragraphs.
To improve pronunciation skills.
To develop strategies to improve reading skills.
To expand listening skills for academic purposes.
Student Performance:
Role-playing
Presentations to the class
Reading literature and expository texts
Recording and listening to each other speaking
Assessment:
One-on-one speaking assessment
Tests (oral and written)
Presentations
Group work
Text/Materials Needed:
Grammar Textbook
Discovering Fiction: A Reader of North American Short Stories
Course Title: ESL Independent (ESL II)
Target Students: Intermediate level ESL Students
Pre-Requisite if needed: ESL Basic/ESL Placement Exam
Number of times course can be taken: multiple by instructor recommendation
Credit per semester: 1.0
Meeting Time: daily, plus weekly tutorial
Description:
This course is an extension of the skills learned previously as a Basic User. It focuses on syntax, continued vocabulary development, reading, listening comprehension, speaking and pronunciation skills, and writing multiple-paragraph compositions that demonstrate organization of ideas, use of a thesis statement, and supportive elements. Intensive grammar instruction that supports academic writing skills is emphasized. This course contributes to skills needed in mainstream classes and universities.
Objectives:
To learn to write a five-paragraph essay.
To improve and correct pronunciation skills.
To strengthen reading skills.
To expand listening skills for academic purposes and the TOEFL test.
Student Performance:
Role-playing
Presentations
Reading literature and expository texts
Recording readings and original poetry and/or drama
Assessment:
One-on-one speaking assessment
Tests
Presentations
Group work and assessment and drama or poetry performances
Text/Materials Needed:
Grammar textbook
Unabridged short stories from British and American literature
Handouts on a variety of contemporary topics
Course title for transcript: ESL Proficient (ESL III)
Target students by: English language learners who are advance but require more English support than they would receive in a mainstream course.
Pre-requisite, if needed: ESL Basic, Independent or Placement Exam
Number of times course can be taken: multiple by instructor recommendation
Credit per semester: .50
Meeting time: daily, plus weekly tutorial
Description:
In this course, English language learners discover how to use their strong vocabulary, grammar, and communication skills more consciously and effectively for academic purposes. This course is similar to a mainstream English course in that students analyze classic American literature and write multi-draft essays of various forms. Students give oral presentations and also learn to identify and take notes on lectures.
Objectives
To make purposeful choices regarding English grammatical structures.
To read and analyze American novels.
To write academic essays that skillfully analyze, compare/contrast, or explain literature, articles, etc.
To increase academic/nonacademic verbal communication skills.
Student Performance:
Various essays and research papers
Frequent journal writing and short writing assignments
Verbally expressing/refuting/qualifying of opinions during small or large group discussions
Written and oral communicative grammar activities and assignments
Assessment:
Demonstration of authentic, natural use of advanced English grammatical structures
Demonstration of careful analysis of texts/themes through essays, tests, etc.
Demonstration of comprehension of extended reading and lectures
Skillful communication in academic/nonacademic English
Text/materials needed:
Hinton, The Outsiders
Lee, To Kill a Mockingbird
Orwell, Animal Farm
Steinbeck, Of Mice and Men
Grammar textbook -- TBD
Vocabulary textbook -- TBD
.
Course Title: ESL American Perspectives
Target Students: ESL Basic Students (ESL I)
Number of times course can be taken: 1
Seating Priority: ESL Basic Students (Level I)
Credit per semester: .50
Meeting Time: daily, plus weekly tutorial
Description:
This course is an overview of the state of Michigan and early American history, including Native Americans; American cultural traditions, such as holidays and American family traditions; etiquette and classroom behavior; and character traits, such as honesty and punctuality that are expected of students studying in the United States. In addition, the course considers individualism as an American value, regions of the United States, and the cultures and dialects of those regions.
Objectives:
To learn about the state where they are residing while studying at Interlochen
To understand the formation of the American system of government
To understand the importance of cultural traditions. This understanding will aid in an adjustment to living in the United States.
Student Performance:
Writing Assignments
Student Presentations on issues related to the topics
Reading literature and expository texts
Group projects incorporating discussion of topics
Assessment:
One-on-one speaking assessment
Tests
Presentations
Group work and assessment and drama or poetry performances
Text/materials needed:
TBD
ESL MATH/SCIENCE (ESL I)
Objectives:
This course is designed as a prerequisite for entrance into the Math/Science Division. It is team taught by instructors from the ESL and Math/Science departments. Goals include the learning of mathematical and scientific language and an introduction to basic concepts. Students use technology, conduct labs, and complete projects based on scientific concepts. Students who are placed into English I and II will be expected to take this course. Any exceptions to this must be made by the International Student Coordinator and the Academic and College Counseling office.
Course Title: ESL Modern World History
Target students: ESL Independent students (ESL II)
Pre-requisite: ESL Basic or concurrent placement in ESL Proficient
Number of times course can be taken: 1
Seating priority: None
Credit per semester: 0.5 credit per semester – 2 semester course
Meeting time: daily, plus evening tutorial
Description:
Students explore the development of the modern world by studying the political, military, economic, social-cultural, and technological changes that took place in the 20th century. Emphasis is placed on discussing important events and developments in each region of the world throughout the century.
Objectives:
To understand how technology and innovations influenced economic development, military conflicts, and global interdependence.
To understand how acts of aggression caused conflict and conflict resolution.
To understand how political and social reforms, conflicts, and ideologies redefined cultures and politics throughout the world.
To understand English academic language relating specifically to history and to produce it in writing and speaking.
To understand and use strategies that increase English reading and listening comprehension.
Student Performance:
Participation in class discussions, formal debates, presentations, group projects and simulations
Careful reading, listening, and writing in English
Assessment:
Papers, classroom presentations, research projects, participation in various intensive simulations
Constructive questions and comments in class
Formal exams, essays, and evidence of reading.
Text/materials needed:
TBD
Course Title: ESL Government
Target students: ESL Proficient students
Pre-requisite: ESL Independent or concurrent placement in ESL Proficient
Number of times course can be taken: 1
Seating priority: None
Credit per semester: 0.5
Meeting time: daily, plus weekly tutorial
Description:
This course surveys the American government, investigating politics and the process of elections and governing in America. Looking at the Constitution, students examine the principles of American Democracy, including the Bill of Rights, Federalism, Checks and Balances, Separation of Powers, and Judicial Review. The branches of government are considered in depth. In the second semester, students also look at US foreign policy on various global issues, comparative governmental systems, and economics.
Objectives:
To analyze the historical development of the American governmental system, the US Constitution, and the philosophy behind it.
To explain the political process and powers of the three branches of government.
To evaluate United States foreign policy through study of various global problems and understand how the economic system functions in the United States.
To understand English academic language relating specifically to history and to produce it in writing and speaking.
To understand and use strategies that increase English reading and listening comprehension.
Student Performance:
Participation in class discussions, formal debates, presentations, group projects and simulations
Careful reading and writing
Assessment:
Papers, classroom presentations, research projects
Participation in various intensive simulations, constructive questions and comments in class
Formal exams, essays, and evidence of reading
Text/materials needed:
TBD