Real Outcomes. EC s Academic Architecture USA / CANADA / UK / MALTA / SOUTH AFRICA
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1 Real Outcomes EC s Academic Architecture USA / CANADA / UK / MALTA / SOUTH AFRICA
2 Who We Are The last 25 years have seen EC grow into a global network of 21 schools in five English-speaking countries spread across three continents. EC continuously works to stay at the forefront of advances in education and technology, and works to deliver real, measurable outcomes for its students. As a family-run organisation, we remain true to our roots and to our mission to help students succeed in a global community, and become part of an international conversation. industry leaders All EC schools are accredited by the leading associations in their respective countries and also by major international organisations. Members of our senior executive team hold board-level positions in these organisations, which are driving our industry forward. US Andrew Mangion Executive Chairman Treasurer, ALTO President FELTOM (former) With almost 20 years of experience in the industry, Andrew has been a key player in growing our organisation. UK Canada for the teaching of English Mike Xuereb Chief Executive Officer Director, Enterprise Board Director, English UK As CEO, Mike has been instrumental in EC s growth and success through his skilled handling of our operational division. Malta South Africa May Arthur Executive Vice President AIRC Board Advisor NAFSA Representative President English USA (former) May has been central to the development of our network of US schools and currently heads our Higher Education division. Caroline O Neal Product Development Director President, English USA Caroline has over a decade of experience working in International Education with a variety of respected institutions. Chain School 2007, 2008, 2010, 2012, 2013, 2014, 2015 Junior Course for Under 18s 2010, 2011, 2012, 2013, 2014 Chain School 2011 Innovation of the Year 2009, 2010
3 thought leaders Being at the forefront of educational design in the English language sector, our academic team members are regularly invited to lecture on current trends and subjects in their fields. Our professionals are always ready to share their expertise and lead the discussion. Below are some of EC s most recent contributions to current industry conversations. Industry Event Subject EC Contributor Beyond Scores: Building Learner Autonomy Bindu Vargese Director of Studies, EC New York English USA Action Research: Ultimate Teacher Development Sarah Glinski and Gillian Davidson EC Regional and Global Academic Directors Creating a Community of Leaders Autumn Garrett Academic Coordinator, EC San Diego Peer Teaching for Pronunciation Lessons Bindu Vargese Director of Studies, EC New York Action Research: Ultimate Teacher Development Sarah Glinski EC Regional Director IATEFL Textploitation David Bryne and Mark Heffernan EC Teachers Pronunciation Steve Bliss Continuous Professional Development Coordinator Preparing for IELTS Deb Hobbs EC Teacher Using Technology in the Language Classroom Ryan Parmee Director of Studies, EC Cambridge English UK Management Building a Community in a Multi-centred Organisation Gillian Davidson EC Global Academic Director Ireland ELT Communication in a Multi-centred Organisation Gillian Davidson EC Global Academic Director IATEFL BESIG Barcelona Should Teachers be Good Learners? Taona Knights Director of Studies, EC Vancouver ACCET Conference Developing Policies in Compliance with ACCET Sarah Glinski EC Regional Academic Director TESOL Digital Storytelling Jamey Sadownick Director of Studies, EC Washington, DC Using Cahoot (online application) Alena Acker Assistant Director of Studies, EC New York
4 Curriculum Design meet the team This is the team of Curriculum Design & Technology specialists who devise EC s curriculum, based on measurable data collected from students over many years. Their innovative approach, continual research, and contribution to industry debate keep EC at the forefront of advances in language learning methods and technology. Dr Annica Schjott Instructional Designer Jen Meldrum Curriculum Director Dave Symonds Education Technologist PhD Francophone Studies & MA Learning Sciences, Northwestern University MA Applied Linguistics, University of Illinois; BSc Technical Communications, Clarkson University MA Education Technology, University of British Columbia; MA Linguistics, University of Birmingham With a background in developing online language learning tools, Annica is also a former language instructor at Northwestern University and Pantheon-Sorbonne University. Jen, formerly Managing Editor at Oxford University Press, is author of two ELT course books. She has 10 years teaching experience in Syria, UAE, Korea, and China. With almost a decade of experience teaching English in Korea, Dave has a first-hand understanding of how technology enhances the language learning process. delivering success to thousands EC s Global Spread 05 Countries Continents Nationalities 45,000 Students per year Every one of our 45,000 students per year has a different set of life goals, strengths and challenges. EC designs programmes that deliver reliable, targeted success to every individual. Student Nationality Breakdown LIBYAN 12% Research underaken by our Curriculum Design team includes analysis of EC s own data, extensive academic research and years of professional experience. From this, we know the key to success for every student, across different backgrounds, nationalities, and ages, is an academic experience that is both personalised and focused on real, deliverable outcomes. OTHER 30% ITALIAN 12% 143 nationalities Nationalities BRAZILIAN 12% COLOMBIAN 5% TURKISH 4% KOREAN 11% JAPANESE 9% SAUDI ARABIAN 11% SWISS 8% Student Age Breakdown
5 our academic principles We design all aspects of the EC academic experience around the following key principles. Personalisation We teach according to every student s needs and abilities. Real outcomes Learning is designed to achieve every student s goal. Scientific approach Continual data capture and benchmarking ensures every student is on track. invest in real results Our team s independent research has shown that full immersion study abroad is by far the best way to acquire a new language. Learning online or in one s home country can help lay the foundation for basic vocabulary and grammar rules, but offer little in terms of building productive skills and overall proficiency. With these techniques, motivation too is compromised. All this means students looking for a fluent command of the language should seek an immersive experience encompassing comprehensive academic instruction and support. Projected hours to progress per CEFR level Projected hours to progress per CEFR level online* 450 online* 450 in-country* in-country* full immersion 180 full immersion *With limited productive skills *With limited productive skills
6 our curriculum We take a structured and outcome focused approach to our learning architecture. Outcomes at every level are mapped to global standards, with targeted skills training to ensure we are meeting every student s individual needs. Level Descriptor for Upper Intermediate (cefr b2) Ref: Common European Framework of Reference for Languages: Learning, teaching, assessment by Cambridge University Press and EAQUALS British Council Core Curriculum SPEAKING On completion of this level you should: PRONUNCIATION On completion of this level you should: READING On completion of this level you should: be able to participate easily in be confident when spelling aloud. be able read independently, using a dictionary. conversations, expressing ideas naturally hear and use weak forms of auxiliary verbs. be able to grasp the content and the with effective turn-taking. be aware of word and sentence stress. significance of articles and reports on topics be able to evaluate advantages and be aware of use of intonation to express related to your interests. disadvantages of various options and meaning. understand texts in which the writers participate in decisions made in formal or have knowledge of common homonyms and express specific points of view (e.g. political informal discussions. homophones. commentary, critiques). be able to sustain an opinion by providing be aware of shifting stress when word forms be able to read short stories and novels written relevant explanations, arguments, and change. in straightforward language and style. comments. hear the difference in a variety of minimal pairs. be able to label graphical information using be able to find out and pass on detailed information from a text. information, ask follow up questions and get be able to understand inferred information. clarification. WRITING be able to take notes from a text and be able to make a complaint effectively, On completion of this level you should: summarize it. explaining the problem and demanding appropriate action. be able to write very clear and detailed be able to give clear, detailed descriptions on a descriptions. ENGLISH IN USE wide range of subjects related to my interests. be able to develop a clear argument, expanding On completion of this level you should know: be able to develop a clear argument, expanding and supporting points with examples. and supporting points with examples. be able to write about an issue in a critical all passive forms, including passive with be able to present an issue in a critical manner. manner, weighing the advantages and modals be able to summarize information and disadvantages of options. regrets and hopes (wish/if only) arguments from a number of sources. be able to write a summary of information all past tenses: past perfect, past perfect be able to expres certainty, probability, and and arguments from a number of sources. continuous doubt. be able to write formal documents related to reported speech your field. relative clauses be able to write succinct thoughts (tweets). modals: should have/might have LISTENING be able to report experiences, incidents, and modals of deduction and speculation On completion of this level you should: events with biographic details. linkers: although, in spite of, despite exposure to narrative tenses be able to understand the main ideas of phrasal verbs, extended complex speech on concrete and abstract verbs with gerunds or infinitives topics. how to express cause and effect and contrast be able to understand in detail what is said colloquial language in standard spoken language. be able to catch much of what is said around how to talk about: you but may find it difficult to understand technology, scientific developments speakers who do not modify their language in any way. be able to follow and take notes on academic and professional presentations. understand announcements and messages spoken in standard dialect at normal speed. Learning Outcomes global environmental issues; future of the planet international events These are planned out and benchmarked social issues, news, and current affairs to global standards, set by EAQUALS, the British Council and The Common European Framework for Languages. Skills Focus We create unique, targeted content to help students develop each of the four skills. This allows us to tailor learning for groups with specific linguistic needs. Upper Intermediate Course Map 5 Jan Jan Jan Jan Mar Apr Apr Apr 2015 Week of 22 Jun Jun Jul Jul Sep Sep Sep Oct Dec Dec Dec Dec 2015 Unit 3 Unit 4 Unit 2 Unit 1 Speak Out 3.1: S.1; R.1; R.3; used to/ 4.1: E.7; R.4; S.6; R.6; P.2 2.1: R.1; R.2 1.1: S.1; S.3; L.2; indirect Upper - would; W.3 or W.7 4.2: E.2; L.2; R.2; E.6 2.2: E.1; S.3; S.5; L.2; L.3; W.2 questions; informal Intermediate 3.2: L.1; L.3; future review; 4.3: S.1; S.3; S.9 2.3: S.7; S.9; L.2; L.1 1.2: E.3; S.6; S.4; S.1; R.1 S.4 4.4: W.1; L.2 2.4: L.2; W.3 1.3: S.1; S.4 3.3: S.4; W.1; S : L.2; write a summary 3.4: L.2; W.7 Supplement P.7 P.6 P.5 P.1 E.3 Course Materials We select only the best resources from top publishers. We have carefully analysed and mapped the content to EC s learning outcomes. Club Days Speaking: S.4 = be able Speaking: S.5 = complain Speaking: S.3 = sustain an Speaking: S.2 = weigh to find out and pass on opinion advantages and disadvantages detailed information Listening: L.1 = understand Listening: L.4 = understand Listening: L.3 = take notes Listening: L.2 = understand main ideas of complex announcements and messages details in standard spoken speech on concrete and language abstract topics Reading: R.6 = inference Reading: R.4 = read short stories Reading: R.1; R.2; R.7 = read Reading: R.2 = grasp content and novels articles independently, take and significance of articles and notes and summarize reports Writing: W.1 = clear and Writing: W.4 = summary from Writing: W.3 = write about Writing: W.2; W.4 = read various detailed descriptions number of sources advantages and disadvantages of points and make an argument something 2 Feb Feb Feb Feb Apr May May May 2015 Week of 20 Jul Jul Aug Aug Oct Oct Oct Nov Dec Jan Jan Jan 2016 Unit 5 Support Week Unit 9 Unit 7 Speak Out 5.1: R.2 W.6 Upper - 5.2: conditionals; L.3; L.2; W.4 Intermediate R.5; W.5 R.6 5.3: S.4; S.10; P.2 5.4: L.2; W.1 S.10 L.3 S.7 9.1: E.8 7.1: L.2; reading; S.3 9.2: E.6 7.2: E.4; discursive essay 9.3: S.5 7.3: P.4 Supplement P.5; P.1 P.7 P.1 P.3 Club Days Speaking: S.8 = present an Speaking: S.4 = ask follow up Speaking: S.8 = present an issue Speaking: S.2 = participate in issue in a critical manner each questions course. and get clarification All teachers in a critical manner follow a specific decisions made in discussions Summarize and present one view. Listening: L.1 = understand main ideas of complex speech on concrete and abstract topics Curriculum Mapping These outcomes are then mapped against guide, which provides content and a plan to Listening: L.2 = understand details in standard spoken language cover all learning goals. Listening: L.3 = take notes Listening: L.4 = announcements and messages Reading R. 5 = graphical Reading: R.7; R.1 = read different Reading: R.7 = Be able to Reading: R. 4; R. 7 = short information points of view on one issue. summarize a text from notes stories and summarize Writing: W.2 = develop a Writing W.7 = biographical details in experience advantages and disadvantages thoughts (tweets) Writing: W.3 = write about Writing: W.6 = succinct clear argument, expanding and supporting points with of something examples
7 ec online With EC Online we deliver the ultimate personalised learning experience, enabling students to optimise their learning. EC students use this exclusive digital platform to track their entire academic journey, access a wide range of top learning materials, and receive individual communication and guidance directly from their teacher. For EC, the future is here. We know technology has an exciting part to play in both learning in general, and language acquisition in particular.
8 guaranteed outcomes The progress planner below is based on real learning and real results, which show that EC students progress, on average, one level every 12 weeks. The EC Guarantee states that if a committed student taking Intensive English (22.5 hours per week) does not progress as shown on our Progress Planner below, EC will give them all the extra lessons, support and guidance to get them there, free of charge. Nationality Average weeks required to progress one level* All students 12.2 Brazilian 12.4 French 11.0 Japanese 13.1 Korean 13.6 Russian 8.4 Saudi 14.9 Swiss 11.5 * Based on Oxford University Press Online entry and exit level test results of over 14,000 EC students in lessons per week 24 lessons per week IELTS TOEFL TOEIC CAMBRIDGE FCE CAE B A CPE C B A C B A C BEC PRELIMINARY VANTAGE HIGHER BULATS EC LEVELS C2 PROFICIENCY You have near-full command of the language. You can use industry terms for your field of study. C1 ADVANCED With a good command of English, you can read and write accurately with few errors. You can understand most academic texts and lectures. B2+ PRE-ADVANCED You can use the language with confidence. You can read English newspapers, follow TV news and apply for an English-speaking job. B2 UPPER-INTERMEDIATE You can use the language with some confidence but with noticeable lapses in accuracy and fluency. You can give a short business presentation in English. B1+ INTERMEDIATE You can communicate easily on everyday matters but have a limited range of expression. You can have a conversation on the telephone. B1 PRE- INTERMEDIATE You speak fairly easily on everyday matters. You can explain what you need from service providers. A2 ELEMENTARY You understand most conversations spoken slowly and clearly. You can give someone simple directions 30 lessons per week on the street A1 BEGINNER You have a very basic knowledge of vocabulary and simple grammatical structure. You can invite someone somewhere (Let s.) and talk about your past.
9 rigorous, ongoing assessment Oxford Unviersity Press Online Test At the beginning and end of their learning journey, EC students take the Oxford Online Test, a powerfully accurate test developed by Oxford University Press, which gives an externally validated assessment of their overall progress. Progress Testing Every six weeks students also take a progress test, written exclusively for EC by former Oxford, Cambridge, and Pearson published authors. Assessing all four language skills, progress can be shown by level, compared to other students, and tracked to each unique learning outcome. Student Reports Reports are generated that give detailed feedback on strengths and weaknesses, as well as overall progress. all day learning: sample week Student reports include tracked progression data across all four skills, and personal teacher assessment EC students experience a fully structured learning week, which can be adapted to their individual needs and abilities, and the outcomes they require. Monday Tuesday Wednesday Thursday Friday Core English: American English Language workshop: Coffee & Conversation Core English: American English Language workshop: Lecture series Core English: American English Morning Explaining why something is a problem. Make predictions before you read. Practice ed/-ing endings Stories In the News Listen to a conversation. Make a prediction and confirm. Maintain a conversation by agreeing and disagreeing. Lecture on CSR by local business owner Understand main ideas in a reading passage. Modals: ought to / could Lunch Special focus: Academic English Special focus: Academic English Special focus: Academic English Special focus: Academic English Special focus: Academic English Afternoon Read about recycling Language workshop: Pronunciation Clinic Brainstorming and organising. Write first draft: Is it better to repair or buy new? Skills Practice Reading & Writing Editing exercise. Review writing and discuss how to improve it. Re-write. Language workshop: Writing Practice Hand in final paper and work with a partner to present ideas to the class. Skills Practice Listening & Speaking Take notes and listen to presentations on ideas for upcycling. Language workshop: Homework Club Targeted practice Write a story others can follow. Writing a Personal Statement Express feelings about a situation. Understand the main points from a story. Listen to a lecture and identify the main ideas and details. Evening Structured after school study, social and cultural activities Integrated skills lesson Skills focus lesson Special focus lesson Language workshop
10 Academic Delivery meet the team This team works globally to ensure the consistent and high quality delivery of our courses. They are frequently on site to guide the excellent care of our custom groups, and to provide additional monitoring and support. Gillian Davidson Global Academic Director Sarah Glinski Regional Academic Director MA, University of Edinburgh, Diploma TESOL, Trinity College London Gill has over 18 years of academic management experience with several international educational organisations. She has taught in the UK, Slovenia, Indonesia and Russia. MA TESOL, University of Central Florida Sarah has taught in Germany and Korea and is an experienced academic manager. She is a frequent presenter at industry conferences and events, as well as a certified ACCET site reviewer. measuring satisfaction We are the only English language school to employ the Net Promoter Score (NPS) system a powerful feedback tool used by companies famous for customer loyalty, such as Apple and Virgin. NPS is based on the question On a scale of 1-10, how likely are you to recommend..? with space for respondents to give a reason. For EC, only the best is good enough. We survey students throughout their stay, taking immediate action for every score we receive below 9. Student feedback via NPS has helped us develop all aspects of the EC experience, from our school design, to our courses, to our teacher/ student interactions. teaching standards We continually monitor teacher performance, to ensure the highest quality of our academic delivery. Teachers are assessed based on regular observation, and also via student NPS feedback. We offer personalised professional development courses for staff, and all EC teachers attend a number of training events or tasks throughout the year. Overall Teacher Performance by school* Individual Teacher Performance* * Based on sample data
11 tailored programmes We know our students have many reasons and motivations to learn English. We therefore design different courses and programmes to deliver the outcomes they require. Experience & Life We offer a range of experiential language courses such as English in the City and our General English courses, where students are fully immersed in the life, language and culture of the exciting and dynamic cities where our schools are located. Academic Success With our Academic English and exam courses, our on-campus schools and our broad network of 79 prestigious higher education partner institutions across North America, students can access the education of their dreams. Career Success Our range of career focused courses and experiences, including English and Global Career Development, give a solid foundation for professional success and provide the skills needed to shine in an international arena. 30+ Exclusively for those aged 30 years and over, our 30+ concept is available in London, Toronto and Malta. Programmes are designed specifically for more mature students, who have greater experience of life and the world of work.
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