Mission Statement
The mission of the Jamestown English Language and Culture Institute(JELCI) is to assist non-native speakers of English in acquiring sufficient language proficiency and independent learning strategies to become successful participants in the communities of the American university and the wider English-speaking world.

Goals
Our goal is to help international students be successful in their chosen fields of study by focusing on improving their English language proficiency, academic skills and understanding of American culture.
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If you have questions contact:
Donovan Gibson
Director of International Admission
University of Jamestown
Phone: 701-252-3467
Email: dgibson@uj.edu

Objectives of the Program
Upon exiting the ESL program, students should be able to:
• read, write, understand and speak English at the college level;
• recognize and respect cultural differences between their own cultures and those of others;
• share their culture with the campus and local communities in an atmosphere of mutual respect;
• communicate in English successfully in both formal and informal settings;
• exhibit proper academic classroom etiquette; and
• demonstrate successful study, time-management, and test-taking skills.

Structure of the JELCI Program
The JELCI program is divided into five levels, with students in class approximately 25 hours per week. The emphasis at the lower levels is on the development of general English language skills. As students progress into the higher levels, the focus shifts to English for academic purposes, with the intent of preparing them for their eventual studies at the University of Jamestown. This shift in emphasis is illustrated in the following table:

Focus of Instruction by Level:
• General English (Level 1)
• General English and some Academic English (Level 2)
• Academic English and some General English (Level 3)
• Academic English and Content-Based Courses (Levels 4 and 5)

Content-based Courses
• American History and Culture (3 credits)
• Academic Writing (3 credits)
• Business English (3 credits)

LEVEL 1 – LISTENING/SPEAKING

Upon completion of this course, student will be able to:

• Demonstrate understanding through face-to-face communication of simple sentences used in common everyday situations
• Ask questions using grammatically structured phrases and sentences and respond appropriately using short phrases and sentences
• Ask question and respond demonstrating knowledge of the differences between present and past in simple statements related to common activities

Assessment tool: face-to-face interview with instructor

LEVEL 1- READING AND WRITING (integrated skills)

Reading
Upon completion of this course, students will be able to:

• Interpret a full paragraph in familiar contexts
• Predict meanings of unfamiliar words in familiar contexts using context clues.
• Use specific strategies to identify the topic, the main idea, and supporting details to interpret short narrative or descriptive passages on familiar topics
• Identify time sequence in a simple narrative passage

Assessment tool: Given a short essay, student will identify each element described above.

Writing
Upon completion of the course, students will be able to:
• Write simple but coherent sentences and phrases making use of the learned vocabulary and grammar
• Write a simple short paragraph on personal experiences or a familiar topic
• Use chronological order when writing about routine activities

Assessment tool: Students will write a short paragraph about his/her family or biography.

LEVEL 2 – LISTENING AND SPEAKING
Upon completion of this course, the student will be able to:

Pre–Listening
• Define new vocabulary
• Relate previous personal knowledge to a new topic in the listening segment
• Review previously learned idioms, grammar points, and vocabulary

Listening
• Follow oral directions
• Identify and formulate the main idea(s) of the listening segment
• Recall important details
• Identify speakers’ role, intent, tone, and mood
• Interpret cultural nuances through observation of gestures
• Recognize new idioms
• Write information presented in spoken context
• Listen actively to dialog or discussion and respond with appropriate non-verbal utterances (“uh-huh”, “mmm”)

Speaking
• Report information presented in spoken context
• Describe processes
• Explain new idioms
• Construct questions and answers about the content of the listening segment, using grammar and idioms learned in that segment
• Compose and present an oral summary of the listening segment
• State preferences and opinions
• Use situationally-appropriate language
• Discuss situations surrounding common American cultural themes
• Employ American English stress patterns when speaking

Assessment tools: Student will take notes of a short listening passage, and present an oral summary of the information using the vocabulary including idioms.

LEVEL 2 – WRITING
Upon completion of this course, the student will be able to:
• Write simple sentences and questions accurately
• Write complex sentences with clauses of time, cause, concession and condition
• Recognize compound sentences and use coordinators like and, but, so
• Use count and non–count nouns with appropriate articles and quantifiers
• Apply subject–verb agreement rules after nouns with phrasal modifiers
• Recognize adjectival function and meaning of present and past participles
• Recognize nominal function of infinitives and gerunds as subjects and objects
• Use simple and progressive verb tenses accurately
• Recognize present perfect tense and adverbials denoting past to present time
• Recognize present perfect tense and adverbs denoting indefinite past time
• Make distinctions in using past and present perfect tenses
• Define and use specified modal verbs in present and past tense
• Use reporting verbs said, told and asked followed by an infinitive or noun clause
• Punctuate quoted statements and questions correctly
• Use common comparative and superlative adjectives and adverbs
• Use pre-writing strategies such as reading, discussion, and outlining
• Write narrative, descriptive, and short expository paragraphs on familiar topics
• Apply revision, editing and proofreading strategies

Assessment tool: Take a written test in grammar; write up a full dialogue using some of the grammar points described above.

LEVEL 2 – READING
Upon completion of this course, the student will be able to:
• Use pre–reading strategies and make predictions about the reading
• Identify the thesis and trace its development
• Identify topic sentences, main ideas, and supporting details in body paragraphs
• Distinguish between facts and opinions
• Recognize denotative/connotative meanings and deductive/inductive reasoning
• Recognize mood, tone and author’s purpose
• Identify intended audience
• Research a topic, using multiple sources including the internet
• Make logical inferences and synthesize information from multiple sources
• Build vocabulary for academic purposes appropriate for the level
• Use contextual clues to guess meaning of new words
• Analyze grammatical and lexical elements in relation to sentence function and meaning

Assessment tool: Students will be given a passage where they will have to make predictions about the reading, identify thesis, topic sentence, main ideas etc.

LEVEL 3 – LISTENING AND SPEAKING

Upon completion of this course, the student will be able to:
• Discern and use new academic vocabulary
• Take organized notes on college level lectures
• Extract crucial information from video and audio sources, classmates, and teachers
• Comprehend oral quizzes/prompts
• Participate in class discussions
• Paraphrase and summarize a class lecture
• Ask for clarification and repetition in class
• Respond to instructor, students, and audio/video materials
• Give individual/group presentations on a variety of academic topics
• Participate successfully in debates
• Articulate opinions and provide support

Assessment tool: Students will be required to take notes of a short lecture and prepare an oral presentation as to articulate the main reasons why they support (or not) a current topic (i.g. same-sex marriage, right to possess weapons etc.)

LEVEL 3 – WRITING
At the end of the course, the student will be able to generate, develop, and write about a topic at an intermediate level of language proficiency, achieving at least 70% accuracy in the following aspects of the writing process:
• Use skills such as reading, discussion, and brainstorming to gather information
• Develop outlines, clusters, lists, or other graphic organizers to organize ideas for writing
• Format various types of writing such as memos, summaries, personal letters, and narrative, descriptive, and expository paragraphs on a variety of topics
• Paraphrase text appropriately
• Identify limited topics and write topic sentences with clear controlling ideas
• Write effective introductions and conclusions for paragraphs
• Write multiple drafts to achieve interest and unity in paragraphs
• Use transitional devices to achieve coherence in writing
• Subordinate and coordinate ideas logically
• Control sentence structure and grammatical and lexical elements with increasing accuracy
• Use appropriate word forms and content vocabulary from assigned passages
• Revise and edit drafts, using peer response and self-editing strategies
• Recognize learning gaps and identify resources for support such as texts, handbooks, software, and internet sites

Assessment tool: The student will write a one-page essay developing a topic using the aspect of writing described above.

LEVEL 3 READING
Upon completion of this course, the student will be able to:
• Use pre-reading strategies such as the following effectively:
• Identify the features of a reading textbook and utilize them as needed
• Preview readings: examine pictures and captions, topics and subtopics and predict content
• Skim a passage for main ideas
• Scan for specific facts or details
• Apply reading skills to comprehend, analyze, and interpret low-intermediate texts
• Recognize the structural features of a passage and their relationship to overall meaning and author’s purpose
• Identify main ideas, details, and conclusions
• Distinguish fact from opinion
• Recognize inferences
• Use context clues to find meaning
• Recognize parts of speech and identify their functions in sentences
• Identify and use logical organizers to connect ideas within and between sentences
• Read with increased speed
• Apply reference skills, using singular and plural forms of nouns, pronouns and verbs with greater accuracy
• Read a variety of genres such as biography, articles, poetry, short stories.
• Use Post–Reading strategies to reinforce comprehension skills:
• Use graphic organizers to visualize connections between main ideas and supporting details
• Cite evidence for main ideas
• Answer literal and critical comprehension questions
• Categorize information and distinguish between general and specific terms
• Summarize important information orally and in writing
• Respond to readings orally and in writing:
• State opinions
• State reasons for agreement/disagreement
• Express an attitude or feeling toward the topic
• Paraphrase text using own words and reporting verbs
• Use new vocabulary orally and in writing

Assessment tool: Students will be given a low intermediate text (a short story) and required to demonstrate ability to perform the tasks mentioned above.

LEVEL 4 LISTENING/SPEAKING
Upon completion of this course, the student will be able to:

Pre–listening:
• Define new vocabulary
• Relate previous knowledge to introduced topic of the listening segment
• Review previously learned idioms and grammar points
• Relate concepts concerning current events and American cultural values and practices to new material

Listening:
• Predict meanings of new vocabulary words used in different environments
• Refine note taking and information gathering skills
• Identify main ideas and important details of short lectures and presentations
• Evaluate cultural innuendo and appropriateness of verbal utterances and body language

Speaking:
• Speak with clear articulation at a high intermediate level of fluency and accuracy
• Participate in group discussion
• Employ appropriate discourse elements to expand topic, explain results, and present contingency
• Prepare and deliver organized presentations in small groups and to whole class
• Paraphrase and summarize peer and recorded presentations and small group discussions

Assessment tool: Students at Level 4 will be required to attend lectures of content based instruction in American History, Physical and Biological Sciences etc. As part of the assessment, students will take notes and then verbalize a summary of the lecture.

LEVEL 4 WRITING
Writing Component:
• Gather and organize information from reading and discussion, leading to a general topic
• Construct a clear thesis from a general topic
• Develop clear topic sentences that effectively support the thesis
• Use transitions between and within paragraphs to create coherence
• Develop body paragraphs with logical, convincing support
• Achieve unity within paragraphs and essays
• Write effective introductions and conclusions
• Compose essays using various rhetorical modes and demonstrating college-level critical thinking
• Summarize/paraphrase reading selections succinctly
• Write grammatically correct sentences, using a variety of sentence types
• Combine sentences effectively to show logical relationships between ideas
• Use vocabulary appropriate to academic topics
• Revise and edit to focus, clarify, strengthen and correct earlier drafts
• Cite sources using MLA documentation style

Assessment tool: Each student will write a three-page academic essay on a topic related to the content based course s/he is taking during that term.

LEVEL 4 READING
Upon completion of this course, the student will be able to:
• Interpret reading passages on a variety of topics at a high–intermediate level
• Paraphrase and summarize academic reading material
• Analyze a writer’s purpose, viewpoint, and methods of development
• Identify an essay’s thesis, topic sentences, support, and conclusion
• Analyze essays for thesis development, unity, and coherence
• Use pre–writing techniques to organize a paragraph or essay
• Write well–developed paragraphs and short analytical essays
• Use lexical and structural devices for rhetorical patterns of organization
• Develop fluency and accuracy in writing a variety of sentence types
• Analyze chunks of words in sentences for complex sentence parts
• Revise drafts to improve unity, coherence, and logical flow of ideas
• Edit to improve grammar, syntax, and word usage
• Proofread for spelling and mechanical errors

Assessment tool: Students will interpret, paraphrase, and analyze intermediate and upper intermediate texts related to the content based course of their choice.

LEVEL 5 WRITING
Upon completion of this course, the student will be able to:
• Apply different prewriting strategies to gather and organize ideas before writing an essay.
• Gather and organize information from reading and discussion, leading to a general topic.
• Summarize and paraphrase academic reading selections succinctly.
• Write well-developed paragraphs and short analytical essays.
• Develop fluency and accuracy in writing a variety of sentence structure.
• Construct a clear thesis from a general topic.
• Develop clear topic sentences that effectively support the thesis.
• Draft essays on academic topics, using logical, convincing evidence and analysis for support.
• Write effective introductions and conclusions.
• Achieve unity within paragraphs and essays.
• Use transitions between and within paragraphs to create coherence.
• Revise and edit to focus, clarify, strengthen and correct earlier drafts.
• Use various rhetorical modes effectively.
• Demonstrate college-level critical thinking skills.
• Use a variety of sentence types.
• Combine sentences effectively to show logical relationships between ideas.
• Cite sources using MLA documentation style.
• Use vocabulary appropriate to academic topics.
• Use appropriate syntax and grammar fluently and accurately.
• Proofread for spelling and mechanical errors.

Assessment tool: Each student will write a five-page academic essay on a topic related to the content based course s/he is taking during that term.

LEVEL 5 READING
• Read academic writing in English with increasing speed to obtain information.
• Apply pre-reading strategies and make predictions about the reading.
• Identify the main idea and trace its development.
• Identify topic sentences, main ideas, and supporting details in body paragraphs.
• Distinguish between facts and opinions, explicit and implicit, general and specific information.
• Recognize denotative/connotative meanings and deductive/inductive reasoning.
• Analyze and interpret information from various sources.
• Recognize writer’s purpose, viewpoint, mood and tone.
• Identify intended audience.
• Develop awareness of register and writing styles in academic discourse.
• Make logical inferences and draw conclusions.
• Research a topic, using multiple sources including the internet.
• Make logical inferences, evaluate, and synthesize information from multiple sources.
• Increase understanding of word part–stems, prefixes, and idiomatic expressions.
• Use contextual clues to guess the meaning of new words.
• Build vocabulary for academic purposes appropriate for pre–1A level.
• Analyze grammatical and lexical elements in relation to sentence function and meaning.

Assessment tool: Students will interpret, paraphrase, and analyze advanced texts related to the content based course of their choice.

LEVEL 5 LISTENING/SPEAKING
• Understand the main idea and supporting details of an academic lecture.
• Listen for clues to map the organization of an academic lecture.
• Extract vital information from context for reiteration, reaction, and the completion of tasks.
• Understand and respond to increasingly sophisticated cultural and linguistic cues.
• Initiate and/or maintain discourse using appropriate language and culturally acceptable behavior in social, academic, or vocational situations.
• Take clear notes.
• Present and respond to an oral argument.
• Give spontaneous and prepared monologs, dialogs, and group interaction.
• Refine production of spoken English.

Assessment tool: Students will be required to attend lectures based on content based instruction in American History, Physical and Biological Sciences etc. As part of the assessment, students will take notes and then verbalize a summary of the lecture.

ESL Calendar – 2016-2017

Semester I (two levels)
Wednesday-Friday August 24-26 Faculty Workshops
Friday-Sunday August 26-28 New Student Orientation
Monday August 29 Classes Begin
Monday September 5 Labor Day – No Classes
Friday October 21 End of Midterm, first 8 weeks
Monday October 24 Fall Break – No Classes
Wednesday-Sunday November 23-27 Thanksgiving Break
Wednesday December 14 Last Day of Classes
Thursday-Tuesday December 15-20 Finals (Note – Finals on Th, F, M, T)
Tuesday December 20 Semester I Ends

Semester II (two levels)
Monday January 9 Semester II begins
Friday March 3 End of Midterm, first 8 weeks
Saturday-Sunday March 4-12 Spring Break
Monday March 13 Classes Resume
Tuesday April 4 Assessment Day
Friday April 14 Good Friday – No Classes
Monday April 17 Easter Monday – No Classes
Tuesday April 28 Last Day of Classes
Monday-Thursday May 1-4 Finals
Thursday May 4 Semester II Ends
Saturday May 6 Baccalaureate and Commencement

 

Tuition: $6,500/semester ($3250/level)
Books and all fees are included with the price of tuition.

DEPARTMENT CHAIR
  • Donovan Gibson Director of Transfer/International Admissions

    dgibson@uj.edu | PH: 701-252-3467 ext. 5505

  • Glauco Ortolano Program Director and Assistant Professor of English as a Second Language & Portuguese

    Glauco.Ortolano@uj.edu | PH: 701-252-3467 ext. 5609