INTENSIVE ENGLISH PROGRAM


Mission

The mission of the American University of Kuwait’s Intensive English Program (IEP) is to prepare students seeking admission to the academic degree programs of AUK by enabling them to gain sufficient mastery of the English language and successfully apply the critical thinking skills they need to excel both during and after their formal studies. The IEP achieves its mission by training nonnative English speakers in specific uses of English for academic purposes, by providing quality English language instruction to all who have chosen English as their medium of communication for academic pursuits, and by promoting international, intercultural, and self-understanding.

Values

The core values of the Intensive English Program are to:

  • Provide English language instruction enabling students to meet AUK admission requirements and to successfully pursue a degree program, thus facilitating the University’s growth.
  • Place quality as its most important goal in all activities.
  • Appreciate and constantly encourage team work and a supportive attitude between all members of the IEP department.

The aspirational values of the Intensive English Program are to:

  • Pursue knowledge and foster critical thinking.
  • Ignite in our students a lifelong love of learning.
  • Celebrate and learn from diversity.

Vision

The IEP department’s vision is to:

  • Adequately prepare AUK students to successfully pursue academic majors in the English language medium.
  • Create critical thinkers who know how to evaluate ideas and concepts, and be able to express themselves well through the English language.
  • Nurture a sense of responsibility and encourage a work ethic amongst our students.

Accreditation

The IEP at the American University of Kuwait is accredited by the Commission on English Language Program Accreditation (CEA) for the period August 2009 through August 2024 and agrees to uphold the CEA Standards for English Language Program and Institutions. For further information about this accreditation, visit the website: www.cea.accredit.org.

IENG Program Outcomes

The Intensive English Program is designed to support students who need to improve their English language skills to the level required to study in university. Students are introduced to activities requiring them to obtain a working ability to:

  • Read university-level materials;
  • Write, edit and revise academic papers according to standard American English
  • Communicate ideas in a clear and logical manner in oral presentation;
  • Demonstrate adequate academic skills in listening and note taking.

Program Benefits

The Intensive English Program at the American University of Kuwait helps prepare students with intensive English training for entrance to the university. Students in the program are integrated into the academic, social, and cultural life of the university, giving them a fully enriched experience. Some advantages include:

  • Intensive instruction in American English.
  • Preparation for college entrance.
  • Cultural orientation to the American model of higher education.
  • Familiarity and facility with current electronic technologies.
  • 16-week courses are available from September to January, or from February to June each year.
  • 10-week summer course available from June to September.
  • Small class sizes.
  • Peer Tutoring Center.
  • Writing Center
  • Qualified, advanced-level students may be admitted to AUK without a TOEFL score.
  • Efficient, effective, integrated, focused, and challenging program.
  • Outstanding instructors with Master’s degrees in Teaching English as a Second Language (TESL) or related field with TESOL education and experience.
  • Scholarships for qualified students.
  • Certificate of Completion or Attendance, along with grade transcript
  • Students may enroll in morning, afternoon, or evening classes:
    • Listening/Speaking
    • Reading/Writing
  • Student services:
    • Computer lab access with Internet, email, and software resources
    • Orientation session

Duration of IEP Language Study

The length of time required to complete the Intensive English Program varies with the language ability, the background, and the performance of the student in his/her studies. Students who enter the program require from one to three semesters to complete the objectives and attain the necessary skills for admission into the degree programs of the university.

Hours of Study

A student will receive 20 hours of classroom instruction a week. In addition, a student is required to participate in self-access computer-aid instruction and participate in reading groups for five hours each week. These programs consist of independent learning modules in computer, reading, and audio-visual labs.

Pedagogical Foci

Throughout all of the levels of instruction the focus is on reading, writing, listening and speaking, integrating grammar and vocabulary. As the student’s proficiency in English increases, the Intensive English courses become increasingly academic in character. At the advanced level, coursework simulates the academic, credit-bearing university courses.

Methods Of Instruction In Intensive English

The methods of instruction are Task-Based, Cognitive Academic Language Learning, and Workshop. The texts, materials, equipment and methods used in the Intensive English Program are all state-of the art and are designed to meet the student’s needs. Instructors are trained and experienced in teaching English as a second language, especially for academic contexts. Intensive English classes are small, and each student will receive extensive individual attention.

Policy On Attendance And Lateness

Intensive English classes meet daily, Sunday through Thursday. Because of the intensive nature of the program, regular attendance by students in all courses is expected and required. The IEP adheres to the university’s policy on attendance. Individual instructors may set more stringent policies, however, so students should consult the syllabus of each course. The university policy on class attendance is as follows:

  • Students are expected to attend all classes, laboratories, and/or required fieldwork. Excessive absences prevent students from receiving full course benefit, and disrupt orderly course progress.
  • It is at the instructor’s discretion whether or not to give substitute assignments or examinations to absent students.
  • Instructors are expected to maintain attendance records and to draw the student’s attention to attendance requirements
  • Students who miss more than 15% in any one or combination of classes (whichever comes first), irrespective of the reasons, may be advised by the instructor to withdraw from the course. Students who do not withdraw should expect to fail the course.
  • Students who withdraw from a course receive a grade of “W.”
  • Students cannot withdraw from a course after the announced deadline, unless approved by the appropriate academic dean (see “Withdrawal” section in the catalog).
  • Instructors are requested to consider excusing the absences of students in the following cases: documented inpatient medical care, death of an immediate family member, academic instructional activities, or national athletic activities. If excused, students are required to satisfy all course work due or assigned during their absences, as determined by the course instructor.

IEP Academic Probation

A student is placed on academic probation at the end of the semester in which s/he fails a level of IEP. A student on probation is required to participate in academic success initiatives. A student on probation is required to repeat the level in which s/he failed. IEP academic standing does not carry over once a student has been admitted to the undergraduate program.

  1. Initial Probation
    A student will be placed on initial probation at the end of the first semester in which s/he fails a level of IEP. A student on initial probation is required to repeat the level in which s/he failed.

  2. Final Probation
    A student will be placed on final probation at the end of the second consecutive semester in which s/he fails a level of IEP. A student on final probation is required to repeat the level in which s/he failed.

Removal of Academic Probation
If at the end of the semester while on either probation, the student passes the level, the student is returned to good standing.

Academic Dismissal
Students who fail the same level for three consecutive semesters will be academically dismissed from the IEP. Academically dismissed students should remain dismissed for a period of one semester and may again seek readmission to AUK-IEP after this period of dismissal.

Evaluation Of Student Progress

Student achievement is accessed regularly. Practice tests, presentations, reports, written assignments, short quizzes, midterms, and final examinations are given to assess students’ progress in their Intensive English courses. Advancement from one level to a higher level in the Intensive English program is determined by examination, the instructor’s and Director’s assessments, a grade of “C” or better, the Exit Exam, and the recommendation of the instructor.

Satifactory Completion Of The Intensive English Program

Satisfactory completion of the IEP course is determined by the following criteria:

  1. Course grade results of “C” or better; or
  2. Achievement in the iBT TOEFL of 70 or IELTS exam of band 6.5 or greater

Continuing students are placed by their completion of and proficiencies attained in the previous level, and in general do not skip levels.

Certificate Of Completion

Certificate of Completion provides proof of English language skills to undergraduate admissions. Students who complete Level 3 with a grade of “C” or above are exempt from the English admissions test and TOEFL exam required for post-secondary programs at the American University of Kuwait.

Advising For Advancement To The Undergraduate Program

IEP students are provided academic advisement by the Academic Advising Center. Depending on the intended major, the student will receive assistance with developing an educational plan designed to ensure progress towards the degree. Intensive English Program students that matriculate to the undergraduate program will be assigned a faculty advisor after officially declaring a major.

 

 

Admission And Placement


English is the medium of instruction at the American University of Kuwait; therefore, competence in the language is a prerequisite for success in academic pursuits. Applicants whose TOEFL score is below 70 on the internet based test and who otherwise qualify for admission to AUK are eligible for admission into the Intensive English Program. Once admitted to the IEP Program, students take the ACCUPLACER English as a Second Language Placement Test. This is a diagnostic test that enables the Intensive English faculty to assess students’ language ability and place them at the most appropriate level. Benchmarks are subject to change.

Level/
Accuplacer
Scores
UG Essay
(8 pt)
UG Reading Comp 
(120 pt)
ESL WWP 360        
(6 pt)
ESL
Language (120pt)
ESL Reading  Skills
(120 pt)
ESL Sentence
(120 pt)
ESL Listening
(120 pt)

 

 

 

 

 

 

 

 

IEP Level 1

 

 

2-3

62-77

62-77

62-77

62-77

IEP Level 2

 

 

3-4

78-93

78-93

78-93

78-93

IEP Level 3

 

 

4-5

94-109

94-109

94-109

94-109

Referred to UG

 

 

5-6

110-120

110-120

110-120

110-120

ENGL 100

 

51-79

4-5

 

 

 

 

ENGL 101

6-8

80-120

 

 

 

 

 

Curriculum Overview By Skill


Reading Through The Curriculum In The IEP

Reading instruction in the IEP has one primary purpose: to provide the student with a battery of discrete yet inter-related skills that will enable him/her to engage effectively and responsibly with both academic and non-academic texts common of entry-level undergraduate coursework. Through regular practice of the skills both separately and, as additional skills are introduced, cumulatively via learning situations requiring self-generated responses to both single paragraphs and multi-paragraph essays, and through application of the skills to texts used for writing assignments, the student will systematically develop and improve overall ability to comprehend college-level English-language texts and thereby increase reading speed and academic vocabulary

Level 1
The student is introduced to the individual skills of understanding vocabulary in context, recognizing a writer’s pattern(s) of organization, identifying a writer’s main ideas, extracting a writer’s primary supporting points, making inferences, evaluating the relevance of supporting evidence, and recognizing factual and organizational similarities and differences between texts in response to low-intermediate to intermediate English for Academic Purposes material. In addition, the student will be introduced to the concept of applying ideas contained within texts to his/her own life.

Level 2
The student develops the individual skills introduced in Level 1 and is introduced to the additional skills of inferring main idea, analyzing rhetorical choices, and analyzing the significance of similarities and differences between texts in response to high-intermediate English for Academic Purposes material. In addition, the student further develops the ability to apply ideas contained within texts to his/her own life.

Level 3
The student refines the individual skills introduced and developed in Levels 1 and 2 and is introduced to the additional skills of distinguishing between fact and opinion, recognizing solid arguments, and analyzing how texts support and challenge one another, in response to low-advanced English for Academic Purposes material. In addition, the student further refines the ability to apply ideas contained within texts to his/her own life.

Writing Through The Curriculum In The IEP

Writing instruction in the IEP has one primary purpose: to provide students with the entry-level academic writing ability necessary for success in introductory undergraduate courses. Through a carefully articulated sequence of writing assignments that enable the student to gain understanding and appreciation of the writing processes the student writes, at each level of instruction, an in-class essay and produce a portfolio of finished writing that demonstrates increasing acquisition of composition skills required of writers in the academic community while continuously refining their grammatical and mechanical competence.

Level 1
The student is introduced to fundamental activities common to response-based writing assignments. The student learns to compose formally structured sentences and paragraphs for a variety of academic purposes. In addition, the student summarizes, paraphrases, and integrates information and reacts to the ideas of published writers while gaining familiarity with guidelines for formatting academic papers and developing grammatical and mechanical competence.

Level 2
The student develops the fundamental skills introduced in Level 1. The Level 2 student further develops formally structured paragraphs and learns to compose formal essays. The student continues to develop areas of grammatical and mechanical competence.

Level 3
The student refines the skills introduced in Level 1 and developed in Level 2 and is introduced to the additional skills of synthesizing information from several texts and incorporating quoted material into her or his own writing. The student continues to refine the areas of grammatical and mechanical competence.

Listening Through The Curriculum In The IEP

Listening instruction in the IEP has one primary purpose: to improve the student’s ability to effectively comprehend and assess oral English-language activities typical of the entry-level undergraduate academic environment. This goal is achieved through regular practice involving interactive listening activities that (a) require both selecting correct answers from a limited field and supplying answers to open-ended questions; (b) range from conversations and interviews to complex academic lectures of varying lengths; and (c) increase and enhance academic vocabulary. The student also learns to develop methods of accurate note taking and organizing the ideas and information in a useful written format.

Level 1
The student is introduced to basic listening skills used in everyday academic situations including identifying main ideas, examples, and content and transition words in low-intermediate to intermediate lectures and other oral texts of equivalent level. Special emphasis is given to listening for and recalling specific information while practicing note-taking strategies. In addition, the student is introduced to appropriate methods of formulating opinions in response to oral text.

Level 2
The student develops the skills introduced in Level 1 and is introduced to the additional skills of making inferences and identifying inductive and deductive reasoning in intermediate lectures and other oral texts of equivalent level. Special emphasis is given to drawing conclusions and organizing information while practicing note-taking strategies. In addition, the student is introduced to strategies for personalizing content contained within oral text.

Level 3
The student refines the skills introduced and developed in Levels 1 and 2 and is introduced to the additional skills of identifying a speaker’s pattern(s) of organization, distinguishing between fact and opinion in lectures and interviews, and evaluating the nature and relevance of a speaker’s evidence in high-intermediate to low-advanced lectures and other oral texts of equivalent level. Special emphasis is given to listening for and assessing a speaker’s overall point or argument while practicing note-taking strategies. In addition, the student is introduced to appropriate methods of formulating opinions in response to oral text.

Speaking Through The Curriculum In The IEP

Speaking instruction in the IEP has one primary purpose: to assist the student in learning to communicate effectively and successfully in public speaking and social contexts common to the academic environment at the introductory undergraduate level. Via pair work, group work, and one-to-one conferences with the instructor, the student is guided, at each level, through the process and performance of presentations of consistently increasing length focusing on various structures and purposes. Throughout the program, the student progressively improves the ability to make observations, express opinions, and argue effectively and appropriately while enhancing speaking fluency and accuracy.

Level 1
The student is introduced to public speaking skills used in everyday academic situations and in formal presentations at the low-intermediate to intermediate level. The student learns principles of narration and exposition, basic interview techniques, and fundamental platform skills. Emphasis is on reporting and discussing personal information.

Level 2
The student develops the public-speaking skills introduced in Level 1 and is introduced to the additional skills of principles of demonstration and primary research for presentations at the intermediate level. Emphasis is on reporting and discussing information based on observations outside the self.

Level 3
The student refines the public-speaking skills introduced and developed in Levels 1 and 2 and is introduced to the additional skills of reporting on controversial information without bias, assembling and organizing relevant information for persuasion, and commenting on the nature and relevance of support in the arguments of others for presentations at the high-intermediate to low-advanced level. Emphasis is on orally presenting information derived from written or visual texts.

Vocabulary

Vocabulary is an essential and integral part of every language skill. Student acquisition and development of the English language vocabulary is integrated into all the courses of the Intensive English Program. Vocabulary instruction focuses initially on high frequency vocabulary in use in everyday academic English and then emphasizes more advanced academic vocabulary. Most significantly, by the time the student completes the Intensive English Program s/he will be familiar with much of the academic vocabulary that is commonly used and that is necessary for success in university coursework.

Grammar

The goal is to integrate grammar into the four language skills: reading, writing, listening, and speaking. The purpose is to develop grammatical accuracy in academic writing and speaking and to increase comprehension in academic listening and reading. The emphasis is placed on understanding the form, meaning, and use of grammatical structures.

Faculty


AL JAFFERY, Yacoub, Instructor. M.A., 2010, TESOL. Saint Cloud State University - Minnesota, USA.

AWWAD, Beth, Senior Instructor; M.Sc., 2004, English Education, Syracuse University – New York, USA.

BARNETT, John, Senior Instructor; M.A., 1974, Reading and Counseling, University of Tulsa – Oklahoma, USA.

BERLIN, Scott, Instructor; M.A.T., 1998, TESOL, School for International Training - Vermont, USA.

HESS, David, Instructor; M.A., 1999, TESOL, LaSalle University– Pennsylvania, USA.

JARRAH, Maaly, Instructor; M.A., 2011, Applied Linguistics (TESOL), Brock University - Ontario, Canada

KLINGBEIL, Ted, Instructor; M.A., 2012, English (TESOL Concentration), University of Toledo - Ohio, USA.

KOUSHKI, Alison, Instructor; M.A., 1977, Linguistics, University of Wisconsin-Madison – Wisconsin, USA.

MATHEW, Reena, Instructor; M.S., 2008, TESOL Education, Mercy College - Dobbs Ferry, NY, USA.

MORGAN, Tommy, Instructor; M.A., 1979, English, University of Alabama – Alabama, USA.

PRADES, Donald, Senior Instructor; M.A., 1985, TESOL, Florida State University – Florida, USA.

SABA, Robin, Instructor; MA, 2009, University of South Florida, Tampa, Florida, USA

SAGE, Rachel, Instructor; M.A., 2006, Linguistics, Georgetown University – Washington, DC, USA.

STEIN, Sandra, Director; M.Ed., 2000, TESOL , The College of New Jersey – New Jersey, USA.

TESSIER, Marisa, Instructor; M.A., 2008, Education, Bishop’s University – Quebec, Canada.

TRAGO WAITE, Lisa, Instructor; M.A., 2010, TESOL, Cornerstone University- Michigan, USA.

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