Real Outcomes EC’s Academic Architecture USA / CANADA / UK / MALTA / SOUTH AFRICA
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.
Andrew Mangion Executive Chairman Treasurer, ALTO | President FELTOM (former)
US
UK
for the teaching of English
With almost 20 years of experience in the industry, Andrew has been a key player in growing our organisation. Canada
Mike Xuereb Chief Executive Officer Director, Enterprise Board | Director, English UK
Malta
As CEO, Mike has been instrumental in EC’s growth and success through his skilled handling of our operational division. 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
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 Beyond Scores: Building Learner Autonomy
English USA
Action Research: Ultimate Teacher Development Creating a Community of Leaders Peer Teaching for Pronunciation Lessons Action Research: Ultimate Teacher Development
IATEFL
Textploitation Pronunciation Preparing for IELTS Using Technology in the Language Classroom
English UK Management
Building a Community in a Multi-centred Organisation
Ireland ELT
Communication in a Multi-centred Organisation
IATEFL BESIG Barcelona
Should Teachers be Good Learners?
ACCET Conference
Developing Policies in Compliance with ACCET
TESOL
Digital Storytelling Using Cahoot (online application)
EC Contributor Bindu Vargese Director of Studies, EC New York Sarah Glinski and Gillian Davidson EC Regional and Global Academic Directors Autumn Garrett Academic Coordinator, EC San Diego Bindu Vargese Director of Studies, EC New York Sarah Glinski EC Regional Director David Bryne and Mark Heffernan EC Teachers Steve Bliss Continuous Professional Development Coordinator Deb Hobbs EC Teacher Ryan Parmee Director of Studies, EC Cambridge Gillian Davidson EC Global Academic Director Gillian Davidson EC Global Academic Director Taona Knights Director of Studies, EC Vancouver Sarah Glinski EC Regional Academic Director Jamey Sadownick Director of Studies, EC Washington, DC Alena Acker Assistant Director of Studies, EC New York
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,
MA Applied Linguistics, University of Illinois;
MA Education Technology, University of British
Northwestern University
BSc Technical Communications, Clarkson University
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
...............
03
...............
Continents
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.
143
45,000
...............
Nationalities
Students per year
Student Nationality Breakdown LIBYAN 12%
OTHER 30%
Research underaken by our Curriculum Design team includes analysis of EC’s own data, extensive academic research and years of professional experience.
143 143
nationalities Nationalities
ITALIAN 12%
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.
BRAZILIAN 12%
KOREAN 11%
COLOMBIAN 5% TURKISH 4% JAPANESE 9%
SAUDI ARABIAN 11%
SWISS 8%
Student Age Breakdown -12 13-17
18-25
36-45 26-35
46+
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 450
online*
450
online* in-country*
255 255
in-country* full immersion
180
full immersion
180
0
200
250
300
350
400
450
500
0 50 100 150 200 *With limited productive skills
50
100
150
250
300
350
400
450
500
*With limited productive skills
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
PRONUNCIATION
On completion of this level you should:
On completion of this level you should:
be able to participate easily in conversations, expressing ideas naturally with effective turn-taking. be able to evaluate advantages and disadvantages of various options and participate in decisions made in formal or informal discussions. be able to sustain an opinion by providing relevant explanations, arguments, and comments. be able to find out and pass on detailed information, ask follow up questions and get clarification. be able to make a complaint effectively, explaining the problem and demanding appropriate action. be able to give clear, detailed descriptions on a wide range of subjects related to my interests. be able to develop a clear argument, expanding and supporting points with examples. be able to present an issue in a critical manner. be able to summarize information and arguments from a number of sources. be able to expres certainty, probability, and doubt.
LISTENING
On completion of this level you should: be able to understand the main ideas of complex speech on concrete and abstract topics. be able to understand in detail what is said in standard spoken language. be able to catch much of what is said around you but may find it difficult to understand 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.
be confident when spelling aloud. hear and use weak forms of auxiliary verbs. be aware of word and sentence stress. be aware of use of intonation to express meaning. have knowledge of common homonyms and homophones. be aware of shifting stress when word forms change. hear the difference in a variety of minimal pairs.
WRITING
On completion of this level you should: be able to write very clear and detailed descriptions. be able to develop a clear argument, expanding and supporting points with examples. be able to write about an issue in a critical manner, weighing the advantages and disadvantages of options. be able to write a summary of information and arguments from a number of sources. be able to write formal documents related to your field. be able to write succinct thoughts (tweets). be able to report experiences, incidents, and events with biographic details.
READING
On completion of this level you should: be able read independently, using a dictionary. be able to grasp the content and the significance of articles and reports on topics related to your interests . understand texts in which the writers express specific points of view (e.g. political commentary, critiques). be able to read short stories and novels written in straightforward language and style. be able to label graphical information using information from a text. be able to understand inferred information. be able to take notes from a text and summarize it.
ENGLISH IN USE
On completion of this level you should know: all passive forms, including passive with modals regrets and hopes (wish/if only) all past tenses: past perfect, past perfect continuous reported speech relative clauses modals: should have/might have modals of deduction and speculation linkers: although, in spite of, despite exposure to narrative tenses phrasal verbs, extended verbs with gerunds or infinitives how to express cause and effect and contrast colloquial language how to talk about: technology, scientific developments global environmental issues; future of the planet international events social issues, news, and current affairs
Learning Outcomes These are planned out and benchmarked 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 2015 30 Mar 2015 22 Jun 2015 14 Sep 2015 1 Dec 2015
Week of
12 Jan 2015 6 Apr 2015 29 Jun 2015 21 Sep 2015 8 Dec 2015
Unit 3
Unit 4
26 Jan 2015 20 Apr 2015 13 Jul 2015 5 Oct 2015 22 Dec 2015
Unit 2
Unit 1
Speak Out Upper Intermediate
3.1: S.1; R.1; R.3; used to/ would; W.3 or W.7 3.2: L.1; L.3; future review; S.4 3.3: S.4; W.1; S.10 3.4: L.2; W.7
4.1: E.7; R.4; S.6; R.6; P.2 4.2: E.2; L.2; R.2; E.6 4.3: S.1; S.3; S.9 4.4: W.1; L.2
2.1: R.1; R.2 2.2: E.1; S.3; S.5; L.2; L.3; W.2 2.3: S.7; S.9; L.2; L.1 2.4: L.2; W.3
1.1: S.1; S.3; L.2; indirect questions; informal email 1.2: E.3; S.6; S.4; S.1; R.1 1.3: S.1; S.4 1.4: L.2; write a summary
Supplement
P.7
P.6
P.5
P.1 E.3
Club Days
Speaking: S.4 = be able to find out and pass on detailed information
Speaking: S.5 = complain
Speaking: S.3 = sustain an opinion
Speaking: S.2 = weigh advantages and disadvantages
Listening: L.1 = understand main ideas of complex speech on concrete and abstract topics
Listening: L.4 = understand announcements and messages
Listening: L.3 = take notes
Listening: L.2 = understand details in standard spoken language
Reading: R.6 = inference
Reading: R.4 = read short stories and novels
Reading: R.1; R.2; R.7 = read articles independently, take notes and summarize
Reading: R.2 = grasp content and significance of articles and reports
Writing: W.1 = clear and detailed descriptions
Writing: W.4 = summary from number of sources
Writing: W.3 = write about advantages and disadvantages of something
Writing: W.2; W.4 = read various points and make an argument
16 Feb 2015 11 May 2015 3 Aug 2015 26 Oct 2015 12 Jan 2016
23 Feb 2015 18 May 2015 10 Aug 2015 2 Nov 2015 19 Jan 2016
2 Feb 2015 27 Apr 2015 20 Jul 2015 12 Oct 2015 29 Dec 2015
Week of
9 Feb 2015 4 May 2015 27 Jul 2015 19 Oct 2015 5 Jan 2016
Unit 5
Course Materials We select only the best resources from top publishers. We have carefully analysed and mapped the content to EC’s learning outcomes.
19 Jan 2015 13 Apr 2015 6 Jul 2015 28 Sep 2015 15 Dec 2015
Speak Out Upper Intermediate
5.1: R.2 5.2: conditionals; L.3; L.2; R.5; W.5 5.3: S.4; S.10; 5.4: L.2; W.1
Supplement
P.5; P.1
Club Days
Support Week W.6 W.4 R.6 P.2 S.10 L.3 S.7
Unit 9 9.1: E.8 9.2: E.6 9.3: S.5
Unit 7 7.1: L.2; reading; S.3 7.2: E.4; discursive essay 7.3: P.4
Curriculum Mapping P.7 P.1 P.3 These outcomes are then mapped against 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 questions and get clarification in a critical manner decisions made in discussions each course. All teachers follow a specific Summarize and present one view. guide, which provides content and aListening: planL.4to Listening: L.1 = understand Listening: L.2 = understand Listening: L.3 = take notes = announcements main ideas of complex details in standard spoken and messages speech on concrete andcover language all learning goals. abstract topics
Reading R. 5 = graphical information
Reading: R.7; R.1 = read different points of view on one issue.
Reading: R.7 = Be able to summarize a text from notes
Reading: R. 4; R. 7 = short stories and summarize
Writing: W.2 = develop a clear argument, expanding and supporting points with examples
Writing W.7 = biographical details in experience
Writing: W.3 = write about advantages and disadvantages of something
Writing: W.6 = succinct thoughts (tweets)
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.
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.
Nationality All students Brazilian French Japanese Korean Russian Saudi Swiss
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.
Average weeks required to progress one level* 12.2 12.4 11.0 13.1 13.6 8.4 14.9 11.5
20 lessons per week
* Based on Oxford University Press Online entry and exit level test results of over 14,000 EC students in 2015
BULATS
CPE
BEC
FCE
CAE
CAMBRIDGE
TOEIC
EC LEVELS
C
use industry terms for your field of study.
200
A
PROFICIENCY You have near-full command of the language. You can
90
B
220
C2
210
905 - 990
106 - 120
8.0-9.0
A
230
TOEFL
IELTS
24 lessons per week
With a good command of English, you can read and
75
HIGHER
ADVANCED write accurately with few errors. You can understand
C
most academic texts and lectures.
VANTAGE
B2+
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
60
C
PRE-ADVANCED You can use the language with confidence. You can
170
46 - 65
5.5-6.5
605 - 780
B
66 - 85
180
A
190
785 - 900
86 - 105
7.0-7.5
B
C1
with noticeable lapses in accuracy and fluency. You
PRELIMINARY
B1+
INTERMEDIATE You can communicate easily on everyday matters but have a limited range of expression. You can have a conversation on the telephone.
150
B1 40
405 - 600
4.0-5.0
35 - 45
160
can give a short business presentation in English.
PRE- INTERMEDIATE You speak fairly easily on everyday matters. You can
20
255 - 400
A2
ELEMENTARY You understand most conversations spoken slowly and clearly. You can give someone simple directions on the street.
10 - 250
3.0-3.5
140
explain what you need from service providers.
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.
30 lessons per week
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. Student reports include tracked progression data across all four skills, and personal teacher assessment
all day learning: sample week EC students experience a fully structured learning week, which can be adapted to their individual needs and abilities, and the outcomes they require.
Morning
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
Explaining why something is a problem.
Stories In the News
Listen to a conversation.
Lecture on CSR by local business owner
Understand main ideas in a reading passage.
Make a prediction and confirm.
Make predictions before you read.
Modals: ought to / could
Maintain a conversation by agreeing and disagreeing.
Practice –ed/-ing endings
Afternoon
Lunch Special focus: Academic English
Special focus: Academic English
Special focus: Academic English
Special focus: Academic English
Special focus: Academic English
Read about recycling
Brainstorming and organising. Write first draft: Is it better to repair or buy new?
Editing exercise. Review writing and discuss how to improve it. Re-write.
Hand in final paper and work with a partner to present ideas to the class.
Take notes and listen to presentations on ideas for upcycling.
Language workshop: Pronunciation Clinic
Skills Practice Reading & Writing
Language workshop: Writing Practice
Skills Practice Listening & Speaking
Language workshop: Homework Club
Targeted practice
Write a story others can follow.
Writing a Personal Statement
Express feelings about a situation.
Evening
Understand the main points from a story.
Listen to a lecture and identify the main ideas and details.
Structured after school study, social and cultural activities
Integrated skills lesson
Skills focus lesson
Special focus lesson
Language workshop
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
MA TESOL, University of Central Florida
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.
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. Overall Teacher Performance by school*
Individual Teacher Performance*
* Based on sample data
We offer personalised professional development courses for staff, and all EC teachers attend a number of training events or tasks throughout the year.
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.
www.ecenglish.com