To provide students with intensive English language instruction, academic preparation and cultural immersion through high impact practices.



The faculty acknowledges the interconnectedness between language acquisition and cultural awareness and adjustment.  Therefore, all aspects of language development and cultural consciousness are present in both inside and outside of the class experiences.  Students engage in and practice discrete and interrelated language skills and experiences as they progress through the program. 

With the intention to create a desire in students to take ownership of their learning so as to be successful in the rigors of higher education in the US, the faculty identifies and provides the tools necessary for academic success and promotes the importance of autonomous learning.

Assessment is valued not only as a measure of student progress, but also as a tool to evaluate and adapt the overall program and curriculum.  Tests and reviews are conducted at regular intervals in an effort to improve upon the quality of the pedagogical, curricular, and operational elements of the program.

In order to maintain a high-quality educational experience, professional development is a priority.  Therefore, faculty engages in professional development of various forms in order to stay current in the field and meet the end goals of the curriculum.

The ultimate aim of the program is to meet the linguistic and cultural needs of the students it serves.  These aims, along with a high regard for its diverse learners, are the guiding principles of the English Language Program.  These principles are represented in the dedication of the faculty, the carefully constructed program and curricular design, and cultural awareness activities.  The faculty believes that commitment to a program that is objectively examined and open to modification is crucial to its success; therefore, the English Language Program strives to maintain these principles. 


The core curriculum and related instructional methods are based on teaching objectives and student learning outcomes, consistent with theory, and supported by research and successful practices in the field of second language acquisition.  Instructional techniques include current/best practices in TESOL methods as well as a variety of other teaching methods that address the variation of learning styles among the student population.

Textbooks are assigned for each strand and level.  Using these texts as a springboard, faculty members design activities that support the course objectives and student learning outcomes.  Through the use of the core textbook, textbook companion components, and authentic or original material specific to the target language area, the instructors ensure that students progress in their language development.

The main approach to language teaching at the ELP is communicative in nature with the employment of high-impact practices, which include authentic language use, development of communicative competence, and application of the task-based method.

The process of language instruction is learner-centered and participatory, placing the role of the instructor as facilitator of the language acquisition process, not its director.  The faculty aides students in developing essential language skills, indispensable for meeting their educational and personal needs.  Classroom communication is balanced between teacher/student talk to maximize student learning outcomes. 

The curriculum content and instructional techniques are viewed holistically, yet based on practical situations.  Curricular and instructional practices contribute to the growth of autonomous problem solvers and critical thinkers.  The faculty fosters an amalgamation of multifarious thinking with concrete knowledge in the student population.  In each course and level, faculty promotes the analytical process and encourages the application of critical thinking skills.