A Case Study of Short-term Intensive English Program

2014 ◽  
Vol 21 (2) ◽  
pp. 69-88
Author(s):  
Jung-Mi Nam ◽  
◽  
Jae-yoon Kim
Keyword(s):  
Intensive English ◽  
Short Term ◽  
Intensive English Program ◽  
English Program

scholarly journals Chinese Students’ Experiences Transitioning from an Intensive English Program to a U.S. University

2020 ◽  
Vol 10 (4) ◽  
pp. 1064-1086
Author(s):  
Jill Fox
Keyword(s):  
Culture Shock ◽  
Chinese Students ◽  
Intensive English ◽  
Intensive English Program ◽  
Academic Transitions ◽  
University Recruitment ◽  
Language Problems ◽  
English Program ◽  
Case Study Methods

The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students’ sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.

scholarly journals Educational Entrepreneurship in an Intensive English Program in Thailand: A Case Study

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402199869
Author(s):  
Alexander Nanni
Keyword(s):  
Language Learning ◽  
Project Based Learning ◽  
Intensive English ◽  
Intensive English Program ◽  
Study Approach ◽  
Thai Students ◽  
Educational Entrepreneurship ◽  
Learning And Collaboration ◽  
English Program

This case study investigates educational entrepreneurship in an intensive English as a foreign language (EFL) program at a major Thai university. Using a qualitative case study approach, the study draws on data collected in interviews, a focus group, and curriculum documents to investigate educational entrepreneurship in this context. The major findings were as follows: Applications of educational technology result in innovation and enhanced learning, EFL is a competitive tool for Thai students, use of project-based learning fosters content and language learning, and collaboration among teachers drives innovation.

Summative Assessment in an IEP

2019 ◽  
pp. 306-327
Author(s):  
Benjamin J. White ◽  
Sumeeta Patnaik
Keyword(s):  
Teacher Collaboration ◽  
Assessment Model ◽  
Intensive English ◽  
Intensive English Program ◽  
Final Exam ◽  
Basic Premise ◽  
Traditional Assessment ◽  
Program Administrators ◽  
Core Courses ◽  
English Program

The purpose of this chapter is to share an assessment model built specifically upon teacher collaboration and, more broadly, to encourage readers to consider the power of collaboration within an intensive English program (IEP). After examining traditional assessment challenges faced by IEPs, the chapter presents a collaborative assessment model, the basic premise of which is that teachers of the same students across three core courses within the same IEP level work together to create a common midterm and final exam. The model is examined in light of the five assessment principles of validity, reliability, practicality, authenticity, and washback. Finally, benefits and challenges of teacher collaboration are considered from the perspective of program administrators.

Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think?

TESOL Journal ◽  
2016 ◽  
Vol 8 (3) ◽  
pp. 675-699 ◽  
Author(s):  
Sumru Akcan ◽  
Belgin Aydin ◽  
A. Cendel Karaman ◽  
Gölge Seferoğlu ◽  
Sibel Korkmazgil ◽  
...  
Keyword(s):  
Intensive English ◽  
Intensive English Program ◽  
Program Administrators ◽  
English Program

scholarly journals How to Co-Teach Like Dance Partners

2018 ◽  
Vol 7 ◽  
pp. 23-27
Author(s):  
Rebecca Alegre ◽  
David Kapusta-Pofahl
Keyword(s):  
University Campus ◽  
Intensive English ◽  
Intensive English Program ◽  
Planning Time ◽  
American University ◽  
Roles And Responsibilities ◽  
City Community ◽  
Simple Strategy ◽  
Potential Benefits ◽  
English Program

This article gives a brief overview of an Intensive English Program (IEP) elective class called “Connecting with Your Community,” which the authors developed together as way to teach new international students the basics of interacting with American college students, finding organizations and activities to join on an American university campus, and locating opportunities to get involved in the local city community. As the authors developed the course curriculum, they decided that co-teaching the class would offer the students more one-on-one attention as well has provide more authentic opportunities for discussion about American culture. Co-teaching, at first glance, can seem like a simple strategy; however, there are actually many factors to consider when entering a co-teaching relationship. Both instructors must be aware of the potential benefits and pitfalls of assuming equal responsibility over a group of students and be committed to the success of the course. It is imperative that instructors have a positive working relationship, establish their roles and responsibilities, arrange for co-planning time, and maintain the support of the administration (Friend 2008). This article offers tips about how to effectively and gracefully navigate any challenges that could arise while co-teaching in order to give everyone—both instructors and students—a positive and rewarding experience.

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