Monday September 25 , 2017
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The ELC curriculum has been developed to allow students to attain communicative competence gradually. Communicative competence encompasses grammatical competence, pragmatic competence, discourse competence, and strategic competence, all of which are taught and fostered through the ELC curriculum. By focusing on the development of both oral communication skills (listening and speaking) as well as written communication skills (reading and writing), the curriculum offers an approach that is balanced and proportional to learners’ communicative needs and the knowledge and skills with which to function in communicative settings.

In order to achieve this gradual progression, the curriculum is stratified into seven course levels: EA1, EA2, EA3, Foundation, Level 1, Level 2, Level 3, Level 4, Level 5, Persuasive Speaking, Critical Speaking and Creative Writing, Voice and Accent Training, Advanced Legal English, English for Journalism Students and Advanced English for Business Students. A different course syllabus is developed for each level within the curriculum, each with its own specific objectives and detailed plans for execution. At the ELC, we adhere to principled eclecticism in our language teaching, with teaching communicative competence as the aim as well as the means. As such, the ELC curriculum promotes new concepts and ideas that are central to the overall educational process, including linguistic, cognitive, cultural, and affective development.

Additionally, the structure of the ELC curriculum allows our language instructors the freedom to respond to changing or newly-perceived needs in the learners. At the same time, it provides a framework for teachers, particularly those who teach at the lower levels, to scaffold their students before they are able to “go fully communicative.” We use the NorthStar (Pearson Education) textbook series, an innovative four-level integrated skills series for ESL/EFL learners, supplemented by our own NorthStar Student Companion Book Series (Tsinghua University Press), which was developed by the ELC faculty. Thus, this imported textbook is localized to suit our students’ needs and to correspond with our objective to train our students to be competent communicators, critical thinkers, and knowledgeable individuals.

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