AMERICAN EDUCATION CENTER ESL PROGRAM
ESL Program Certificate:
AEC is providing for the ESL 4-level Certificate.
Candidates for ESL certification will follow a set curriculum consisting of four level Courses.
ESL Program Grading:
AEC is providing for the ESL 5-level grading system.
- 1st Grading Level – Below 60 points Beginner level
- 2nd Grading Level – 60-69 points HighSchool level
- 3rd Grading Level – 70-80 points College level
- 4th Grading Level – 81-90 points Master level
- 5th Grading Level – 91-100 points Close to native speaker level
Admission Requirements:
To be accepted for admission into the program, a student must:
- Provide evidence of academic achievement in completion of a high school or baccalaureate degree.
- Have completed an ESL preparation program by American Education Center or other class.
AMERICAN EDUCATION CENTER ESL PROGRAM
Curriculum Plan
This is a 4-level English program; 4 levels are listed just below
with objectives for each level.
Each level has been developed as a complete syllabus with objectives,
lesson plans including teaching strategies, student activities,
supplemental charts, etc. A student text has been provided to accompany
the syllabus for each level. Assessments have been provided for
each level.
Teachers will be provided paper copies of the syllabus at each
level.
This is a four-level English program. Each level has been developed
as a complete syllabus including objectives, lesson plans (featuring
teaching strategies, student activities, supplemental charts, etc.),
and assessments. Student texts have been provided to accompany the
syllabus for each level. Teachers will be provided paper copies
of the syllabus at each level. The syllabi follow the level objectives
outlined at the end of this chapter.
For efficiency’s
sake, students’ primary language will be referred to throughout
this introduction as L1
Teaching Strategies
In nearly all situations, English only should be used in the classroom
by teachers and students alike. The students’ primary language (L1)
should be used only to explain abstract terms or to clear up confusion
when their grasp of English is not sufficient to do so. Students
should be encouraged to derive meaning through the use of English
rather than relying on language dictionaries or translators. Comprehension
should be fostered at all times through use of English explanations
such as demonstrations, diagrams, acting, etc. Translators and dictionaries
may be used after students have attempted to get meaning from English
and have not been able to do so. To understand very abstract terms,
particularly concepts that may not exist in L1, students may find
the term in L1 and then discuss its meaning in English.
Teachers should encourage and expect creative responses using English.
Students should be encouraged to apply English in all types of situations;
teachers should discourage the use of L1 in the English language
classroom. Teachers should create a variety of authentic situations
in which students have to apply newly learned language skills, linguistic
structures, and vocabulary.
At all levels, students must be encouraged to develop reading and
writing skills. Students must have daily, ongoing, independent reading
and writing assignments. In addition to completing the lessons offered
in this curriculum, all students should keep journals in which they
write daily, and should read books regularly outside the classroom
in addition to their assignments. Teachers should identify Penguin-leveled
readers (or some other abundant, appropriate reading source) which
are appropriate for each student's level and require each student
to read daily and record his/her progress. Students should also
keep a word bank of vocabulary learned in daily reading. Entries
in word banks should include new words, definitions, and applications.
Students should display progress through journal writing and reading,
dealing with more complex ideas and more difficult text.
Teacher will meet regularly with students to discuss their independent
reading projects as well as journal entries. About once a month,
students should report to class on books read independently and
on journal assignments.
It is recommended that students meet English teacher for direct
class instruction five hours a day, four days a week, and that each
student be assigned at least one-half hour per week for individual
or pair "talk time" with the teacher. During "talk
time," students should discuss topics designated by the teacher.
Students should be encouraged to produce as much language as possible
during "talk time."
Completing the Program
It is anticipated that a diligent student should be able to complete
each level in approximately six months. Students’ level of effort
and enthusiasm, extended exposure to and constant use of English
will increase the likelihood that the program can be completed in
a shorter period of time. True beginners (those with no prior exposure
to a second language whatsoever) will probably require at least
24 months to complete the entire program. Accompanying assessments
will determine the level at which students should begin the curriculum;
adjustments should be made if the indicated level provides too much
or not enough challenge for the student.
Lesson Plans
The four-level program provides lesson plans to develop specific
language skills and grammar points. There is a lesson plan included
in this curriculum for each objective at each level. These plans
are comprehensive and include teaching suggestions, charts, student
activities, etc.
The lessons in each unit are designed to develop particular skills.
The purpose of a lesson is to develop a particular skill objective
which is always identified at the beginning of the lesson plan.
Lessons may continue over several class periods and skills may have
to be retaught after the lesson plan is completed if students have
not mastered the designated skill. Therefore, teachers should adapt
a lesson by adding content over several class periods if more than
one attempt is necessary in order for students to acquire the skill.
The vocabulary development lessons in the Beginners level are ongoing
and will require many weeks for completion.The main point in skill
acquisition is for students to have ample opportunity for both oral
and written practice. To help students do this, teachers should
use the suggestions provided in each lesson plan as well as developing
their own strategies.
Grammar lessons appear at the beginning of the lesson plans for
each level; reading and writing lessons appear at the end. While
the grammar lessons and the reading/writing lessons are sequential
in themselves, they are not necessarily sequential in regards to
each other; this means that for each level, the daily lesson should
include some of both. The grammar lessons are developed so that
grammar knowledge is built around the use of language skills (reading,
writing, speaking, and listening), so it is important that teachers
do not present any of these concepts in a vacuum. Teachers should
identify the grammar, writing, and reading sections in the units
at each level and determine the most productive ways for those lessons
to complement one another. Students should engage in daily lessons
to develop all language skills.
Student Text
For each level of the curriculum plan, a student text is provided
with explanations, exercises, and activities to develop each objective.
Students can benefit from an electronic copy of the text to access
websites. Teachers should be provided with one entire copy of the
curriculum plan and individual copies of each syllabus for each
level of the plan so that they can easily access the materials which
they are using and currently teaching.
Multi-level Groups
This program can be taught to multi-level groups. After doing preliminary
assessments, teachers can choose the level whose objectives correspond
to the individual student's skills and begin instruction at that
level. Teachers will have to have good management skills to help
students work at a variety of levels. While teacher is offering
direct instruction to students at one level, students at other levels
can be doing pair work, reading Penguin readers, doing exercises
on websites, writing in their journals, etc.
Suggested Supplemental Textbooks
Specific commercial textbooks are suggested throughout this plan
to support and supplement the curriculum. At the intermediate and
advanced levels, identified commercial texts should be used regularly
to reinforce speaking, writing, and listening skills developed through
this curriculum plan. While the curriculum plan is complete and
can develop satisfactory English language skills if used regularly
and thoroughly, supplemental texts will help to develop skills more
quickly. Commercial textbooks can be used to provide students with
explanations and examples to support the plan’s objectives, student
text explanations, and classroom explanations and activities.
Following is a list of suggested texts and the websites where they
can be purchased.
Internet Resources
Websites are integrated into lesson plans throughout this curriculum;
teachers will benefit by having an electronic copy available. The
websites identified contain games and other activities that help
students acquire English, so teachers are encouraged to explore
them as part of their own plans, and to use the sites in daily lessons.
If at all possible, teachers should provide an abundance of English
reading materials of all types for students – newspapers, menus,
magazines, etc. – as well as other English-language media such as
television, film and radio.
The following websites will help teachers to provide English language
lessons. As teachers move through the curriculum plan, they should
use the following links to help them find supplemental lessons,
activities and videos to develop the grammar points and other aspects
of the curriculum. Audio clips from these websites, as well as focused
dictation, can be used to help students develop English listening
comprehension. If students do not have individual access to the
Internet, the teacher can download web pages and activities and
provide copies to students.
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