Special Group Programs
ELI can provide specialized training on request for groups of individuals. Examples of special group programs are described below.
Biosciences Students
At the request of Dr. James C. Sacchettini, Biochemistry and Biophysics, Texas A&M University, the English Language Institute designed an intensive five-week English course for Biosciences students. The purpose of the project was to assist incoming students to Biosciences in developing their proficiency in English. The English classes were planned for fourteen students who were to arrive at Texas A&M University before July 1, 2001, take an Entry English Language Proficiency Examination (ELPE), participate in four intensive English classes, take an Exit ELPE, and then begin their Biosciences coursework. Not all fourteen students expected arrived. Some other students and one post-doc, who were thought to be good candidates for the intensive classes, were added to the group. Ten students and one post-doc participated in the English classes.
The four English courses were arranged as follows: ELIC300.320: Advanced Composition (including grammar); ELIR300.320: Advanced Reading (including vocabulary development); ELIL300.320: Advanced Listening; and ELIO300.320: Advanced Oral Skills. The classes met from 8 a.m. to noon Monday through Friday. There were four English Language Institute faculty members teaching the classes. The common goals for the instructors of English included using materials and academic activities specific to the needs and interests of the particular group so that the students would become better prepared to read, write, listen, and speak in English in academic settings in their fields of study.
In addition to four hours of daily English instruction, the students expanded their practice of English with American conversation partners, peer conversation partners from Oral Skills class, discussions with Dr. Sacchettini, videotaping of their presentations, and use of the library and internet resources to support their written and spoken discourse on professional topics.
Some students in this group made impressive gains in just five weeks. Furthermore, it was clear that in most cases their confidence level and general command of English improved dramatically. This was the first opportunity for the English Language Institute to teach an intensive short course to a University-admitted group. Usually, courses are taught in ten weeks in the summer and fifteen weeks in the fall and spring. Often University-admitted/matriculated students, take only one English course per semester, while taking their departmental coursework. It was a distinct advantage to the students in this project to have English preparation at the beginning to their academic careers at Texas A&M University. Participating in the intensive English classes and achieving the stated goals for the project had the potential to lead to English Proficiency Certification.
Kyonggi University Students
The Kyonggi program was established around 1997-1998 when Ken Stanton with the Pacific Rim program signed an MOA between Texas A&M University, the English Language Institute, and Kyonggi University. The agreement included a program for about a dozen Kyonggi students each year in which they would participate in the English Language Institute according to standard university placement procedures. Students in this program initially arrived for the summer session and remained through the fall semester before returning home. The agreement provided for students' participation in academic courses at Texas A&M after they had fulfilled their English language requirements. The primary purpose, however, was for the students have an English language experience in an American university. In the beginning, the students were not affiliated with the Corps of Cadets. However, after a couple of years, Chancellor Son and Kyonggi University determined that some of the students would participate with the Corps of Cadets as well as in our program and in university classes. The program has grown and changed somewhat over the past five years, and it remains a valuable and vital part of our Institute.
Mishima High School Students
The Mishima High School Intensive English Program is an enrichment program conducted by the English Language Institute of Texas A&M University to the English language study these Japanese high school students have done in their country. The location of the program on the A&M University campus enhances this learning experience. The students receive classroom instruction Monday through Friday from 8:00 a.m. until 12:00 p.m., and they participate in planned cultural activities in the afternoons. These combined experiences provide measurable improvement in the language ability of the students. Our goal is to provide structured time that includes study and recreation while learning about and living in the American culture. The students enjoy a first-hand experience on a major American university campus that might lead to future study in the U.S.
Physics Ph.D. Students
In fall 2002, the English Language Institute designed an extra, not-for-grade integrated course for incoming international graduate students entering the Ph.D. program in the Department of Physics. The purpose of the project was to give these students the opportunity to develop spontaneous oral fluency in academic settings for these as part of their progress toward English Certification at Texas A&M. students. At Texas A&M, English Certification is required for international teaching assistants (ITA). Sixteen students participated. They took an Entry and Exit English Language Proficiency Examination (ELPE), participated in two additional graduate English courses, the Saturday tutorial sessions, and Department of Physics coursework.
At the request of Professor Edward S. Fry, the Head of the Department of Physics, the classes were designed as four-hour tutorial sessions instructed each Saturday by an English Language Institute instructor and several native English-speaking student tutors. The activities were designed primarily for specific academic situations and were applicable to language use in the extended academic community. These activities included interviews, panels, discussions, survey reports, and debates on topics related to the students' field as well as controversial topics of general interest. Because nearly all academic speech situations integrate the four language skills--listening, speaking, reading and writing--students participated in activities based on in-class or outside readings, listening to lectures, note taking, video viewing, and journal writing. While the tutors introduced the topic to their groups and provided guidance for each activity, the instructor stimulated discussions, assisted the tutors, and gave feedback commenting on ideas and participation.
The students made impressive gains in their communicative competence through effective and successful communication in academic English. In addition, the students make significant progress toward English Certification.