English as a Second Language (ESL)

The ESL program is designed to develop and expand upon students’ abilities to comprehend and utilize the English language. The foci of the program are Grammar and Writing, Reading and Vocabulary, and Listening and Speaking. Each discipline is provided for Beginning, Intermediate, and Advanced levels. Students are tested, prior to enrollment, in order to determine placement level. Upon completion of each level, students will be assessed in order to determine eligibility for advancement.

Admission to the Program
Students may gain admission to Southern California State University ESL program by satisfying the following requirements:
1) Applicants must be at least 18 years of age and able to provide proof of age.
2) Complete an Application for Admission form.
3) All applicants must submit a high school diploma or its equivalent, transcripts or GED. Once accepted for admission; students must complete the enrollment process and register for classes.
4) The enrollment process includes completing the Placement Examination which is used to determine his/her proficiency level and selecting their preferred program/class schedule.
5) Admission is only valid for the term in which the applicant was accepted. Payment of all fees and tuition are due at the time of registration.
6) The school requires all candidates who previously applied but did not complete the enrollment process to repeat the entire process. Any student who has withdrawn or has been dismissed from the school and wishes to return must submit a new application for readmission to the school.

Objectives
● To provide highly qualified and motivated instructors who will keep students engaged in their language acquisition goals.
● To accommodate individual learning needs by implementing a variety of industry-proven teaching methods and techniques.
● To impart a general understanding of general social customs in the USA through our guidance, courses, social activities, and organized field trips.
● To provide a safe, clean, and spacious learning facility, equipped with learning tools such as a computer lab to facilitate learning.
● To adhere to the strictest principles of ethics in order to allow students the comfort and assurance of studying in a professional, ethical, and socially enriching environment.

Satisfactory Academic Progress Policy Southern California State University’s ESL program is 1584 clock hours. Satisfactory progress is evaluated at the end of each 11-week quarter throughout the program. The program consists of four academic proficiency levels (i.e. Beginning, Intermediate I, Intermediate II, and Advanced), and each level is divided into two 11-week quarter. The student’s academic average is reviewed to determine qualitative progress. Students are assessed two times per quarter, and a minimum cumulative score of 70% is required at the conclusion of each evaluation period. In order to be considered for advancement a student must complete his/her immediate level with a cumulative score of 70%.

Learning Outcomes
● Be able to listen and comprehend naturally paced verbal descriptions
● Read and comprehend college level textbooks and other academic materials
● Speak clearly in a natural pace and be able to expand on diverse topics
● Write a traditional western academic essay with minimal errors
● Prepare students to make disciples of Jesus Christ among all nations.

Courses
ESL Level 1 – Beginning
ESL Level 2 – Intermediate I
ESL Level 3 – Intermediate II
ESL Level 4 – Advanced

Course Description
ESL Level 1 – Beginning (198 hours per quarter)
These courses cover the beginning level of reading and vocabulary, listening and speaking, and grammar and writing. Upon completion of these courses, students should be able to correctly write basic sentences and comprehend conversational sentences. Class activities and assignments are geared towards expanding student knowledge and usage of English vocabulary and structure.

ESL Level 2 – Intermediate I (198 hours per quarter)
Prerequisite: Beginning Level
These courses cover the intermediate level of reading and vocabulary, listening and speaking, and grammar and writing. At the beginning of class, students are expected to correctly write simple sentences and cohesive paragraphs. Class activities and assignments are aimed towards expanding student knowledge and usage of English vocabulary and structure. In addition, these courses will focus on transitioning from paragraph to essay. Furthermore, students will review reading strategies, study skills, computer skills (word processing), and library and research activities. Finally, students will be writing both in and outside of the classroom.

ESL Level 3 – Intermediate II (198 hours per quarter)
Prerequisite: Intermediate I
These courses cover the high intermediate level of reading and vocabulary, listening and speaking, and grammar and writing. At the beginning of class, students are expected to correctly write complex sentences and cohesive paragraphs. Class activities and assignments are geared towards expanding student knowledge and usage of English vocabulary and structure. In addition, these courses will focus on transitioning from paragraph to essay. Furthermore, students will review reading strategies, study skills, computer skills (word processing), and library and research activities. Finally, students will be writing both in and outside of the classroom.

ESL Level 4 – Advanced (198 hours per quarter)
Prerequisite: Intermediate II
These courses cover the advanced level of reading and vocabulary, listening and speaking, and grammar and writing. Upon completion of these courses, students should be able to read and write college level sentences and cohesive paragraphs. Also, students should be able to converse sufficiently and be prepared for college level academic work. Class activities and assignments are aimed towards expanding student knowledge and usage of English vocabulary and structure. In addition, these courses will focus on transitioning from paragraph to essay. Furthermore, students will review reading strategies, study skills, computer skills (word processing), and library and research activities. Finally, students will be writing both in and outside of the classroom.