Accommodating Diverse Language Needs within an Intensive English Language Program: A Study of the English Language Institute at Alaska Pacific University.

Autor/in	Nichols, Patricia Diane Palmer
Titel	Accommodating Diverse Language Needs within an Intensive English Language Program: A Study of the English Language Institute at Alaska Pacific University.
Quelle	(1983), (115 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Adult Learning; College Second Language Programs; Educational Objectives; English (Second Language); Higher Education; Instructional Innovation; Intensive Language Courses; Language Enrollment; Postsecondary Education; Student Needs; Alaska (Anchorage) + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Intensivkurs; Sprachkurs; Post-secondary education; Tertiäre Bildung
Abstract	The English Language Institute (ELI) at Alaska Pacific University provides an intensive academic program designed primarily to prepare foreign students for successful participation in undergraduate or graduate programs. Students from the local international community have also been admitted to the program. These students have motivations, language needs, and learning styles which differ from those of the university-bound foreign students. This thesis explores ways to serve better both groups without compromising their needs or the ELI program. The findings are derived from a literature review and from the ELI enrollment complexion, student opinions, and operating policies of other English language programs. Recommendations include (1) more stringent admission, placement, and progression policies; (2) a semi-intensive requirement; (3) consolidation of current classes into block courses; (4) restructuring the intensity of the ELI with a "split-week" program; and (5) provision of a "Community English" course, a no-credit nonacademic alternative to the ELI, to accommodate better those students for whom the established ELI program is inappropriate. In general, the recommendations provide for a tighter ELI program but also one which is better-defined and a more comprehensive language learning experience for all students. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC