Skip to header Skip to Content Skip to Footer

Levels

Combined Levels

Two consecutive levels may be combined into one instructional group if student enrollment is low. Students in combined-level courses participate in the same class, receive much of the same instruction, and often work with the same materials and texts. Differentiated materials and assessments are used to ensure the learning needs of all students are met. Assignments and assessment expectations are aligned with the course objectives and learning outcomes for the student’s specific level.

New Students

New students are placed in level 1-3 based on their score on the online iTEP Test. 

Levels

Brief Course Descriptions
Level Progression (Passing the Level)
Level 1: Intermediate
Level 2: High Intermediate
Level 3: Advanced

These are brief descriptions. Detailed course descriptions, objectives, and learning outcomes can be found in the syllabi or course matrix. 

Course matrix
Course Description Time in class

Reading Comprehension

Levels 1-3

 Analyze academic reading in English at a level appropriate for language proficiency. Improve reading fluency and comprehension. There is also a focus on vocabulary development. 300 minutes (5 hours) per week

Academic Writing

Levels 1-3

 Analyze writing models and receive instruction on the organization of writing at a level appropriate for language proficiency. Engage in the steps of the writing process to produce academic writing 300 minutes (5 hours) per week

Speaking and Listening

Levels 1-3

 Practice speaking and listening skills for a variety of social and academic purposes and to the degree appropriate for level of language proficiency.  

300 minutes (5 hours)  per week

Grammar

Levels 1-3

 Learn and practice grammar and sentence structures at a level appropriate for language proficiency. Application of grammar skills is supported in speaking, listening, reading, and writing. 

150 minutes (3.0 hours) per week 
A student must complete a full semester of curriculum and earn a GPA of 2.67 or higher to pass the level and be promoted to the next level.  

Students who do not make progress to the next level after two semesters in the same level are not making satisfactory progress. Their F-1 student visa will not be renewed. 

Curricular/Proficiency Levels 

Proficiency Levels 
Three curriculum levels are offered. Levels are based on the Common European Framework of Reference. 

Curriculum Levels 
The following descriptors are borrowed from the Common European Framework of Reference for Languages.
A minimum score of A2 on the iTEP test is required for placement in this level. 

Upon completion of level 1, students will be able to: 
  • Understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. 
  • Deal with most situations likely to arise when traveling in an area where English is spoken. 
  • Produce simple connected text on topics which are familiar or of personal interest. 
  • Describe experiences and events, dreams, hopes and ambitions, and offer brief reasons and explanations for opinions and plans.
A minimum score of B1 on the iTEP test is required for placement in this level. 

Upon completion of level 2, students will be able to: 
  • Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.
  • Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
  • Produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options.
A minimum score of B2 on the iTEP test is required for placement in this level. 

Upon completion of level 3, students will be able to: 
  • Understand a wide range of demanding longer texts and recognize implicit meaning.
  • Express ideas fluently and spontaneously without much obvious searching for words.
  • Use English flexibly and effectively for social, academic, and professional purposes.
  • Produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devices. 
top