Program Overview

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 average score is below 60 (reading 13-18, writing 14-17) on the internet-based test or whose IELTS average score is below 6.0 (reading 6.0, writing 5.0) and who otherwise qualify for admission to AUK are eligible for admission into the Intensive English Program (IEP). Once admitted to IEP, students take the ACCUPLACER English as a Second Language Placement Test—a diagnostic test that enables IEP to assess students’ language ability and place them at the most appropriate level. Benchmarks are subject to change.

IEP offers two semesters of instruction in receptive skills and productive skills. In each of semester I and semester II, students are required to attend 20 instructional hours per week: 10 hours of combined reading and listening classes and 10 hours of combined writing and speaking classes. Grammar and vocabulary instruction are included in both receptive and productive skills classes.

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

The IEP faculty is qualified, trained, and experienced in teaching English as a Second Language (ESL), specifically for academic purposes (EAP). The program delivers the curriculum by applying a range of pedagogical strategies appropriate for learners of English as a second language. These strategies are inclusive of communicative language learning and cognitive academic language learning approaches. Class enrollment capacity is controlled to provide optimal learning and teaching within groups and on a one-on-one basis.

Certificate of completion provides proof of English language skills to undergraduate admissions. Students who complete Level 2 with a grade of 70% (C-) or higher for each of the two components (receptive and productive skills) are exempt from the English placement test and TOEFL exam required for post-secondary programs at the American University of Kuwait.

Receptive Skills

The IEP approaches the receptive skills of reading and listening as two halves of the same coin. Students are introduced to rhetorical features of text—organization, purpose, main idea—with the goal of developing a battery of analytical skills that may be applied to any text at any time, in any medium, concerning any subject or topic. In this way, students practice a “writerly” approach to text; in other words, they become aware of how writers (or speakers) craft text and why. Supporting skills of annotating text, note-taking and note-making, recognizing correct grammar structures and correcting incorrect structures, and developing academic vocabulary are included in receptive skills instruction.

Productive Skills

The IEP approaches the productive skills of writing and speaking in much the same way as well. Having been—and continuing to be—introduced to features of text, students then apply ideas contained within texts to themselves, their experiences, their observations, their knowledge, and to other texts. The application may take the form of exposition, narration, process, cause/effect, comparison/contrast, etc., but these are practiced within the context of text response. Practice in the stages of the text-creating process, in generating correct grammar structures, and application of introduced academic vocabulary are included in productive skills instruction.

Student achievement is assessed regularly. Practice tests, presentations, reports, written assignments, short quizzes, midterms, and final examinations are given to assess students’ progress in the program.

The courses are weighted according to their importance as follows:

Satisfactory completion of a level is determined by a semester grade average of 70% (C-) or higher for each of the two components (receptive and productive skills). Credits earned cannot be used for graduation.

Successful completion of the Intensive English Program indicates that the student satisfies the University English proficiency requirements for placement into undergraduate courses.

Students enrolled in Level 2 of the Intensive English Program will receive advising assistance from the Academic Advising Center to facilitate a smooth transition to the undergraduate program.

Intensive English classes meet five times a week, 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. 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 benefits and disrupt orderly course progress.
• It is at the instructor’s discretion whether 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.
• If the student misses 15% in any one or combination of classes (whichever comes first) for any reason, and the student’s grade is below 70% at that time, the student may fail the level. If the student has not withdrawn by the last withdrawal date, the student may receive a final grade FN (Failure for Non-Attendance).
• Students who withdraw from a course receive a grade of W.
• Students cannot withdraw from the IEP semester after the announced deadline, unless approved by the appropriate academic dean (see Withdrawal section in the catalog).
• Instructors are requested to consider excusing the absence 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 coursework due or assigned during their absence, as determined by the course instructor.

Student achievement is assessed 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 within the Intensive English Program and from the IEP to the undergraduate program requires a grade of 70% (C-) or higher in each of the two components.

Receptive Skills

The IEP approaches the receptive skills of reading and listening as two halves of the same coin. Students are introduced to rhetorical features of text—organization, purpose, main idea—with the goal of developing a battery of analytical skills that may be applied to any text at any time, in any medium, concerning any subject or topic. In this way, students practice a “writerly” approach to text; in other words, they become aware of how writers (or speakers) craft text and why. Supporting skills of annotating text, note-taking and note-making, recognizing correct grammar structures and correcting incorrect structures, and developing academic vocabulary are included in receptive skills instruction.

Productive Skills

The IEP approaches the productive skills of writing and speaking in much the same way as well. Having been—and continuing to be—introduced to features of text, students then apply ideas contained within texts to themselves, their experiences, their observations, their knowledge—and to other texts. The application may take the form of narration, process, cause/effect, comparison/contrast, etc., but these are practiced within the context of text response. Practice in the stages of the text-creating process, in generating correct grammar structures, and application of introduced academic vocabulary are included in productive skills instruction.