Redesign Proposal for an ESL class

EAP Course Redesign Prototype Project (draft)

Course Title: ELF Level 3 - Reading & Writing

Background
The English Language Foundations (ELF) is a fast-track English for Academic Purposes (EAP) program at SAIT Polytechnic. The ELF program has 4 levels and 2 course types: 1) reading and writing and 2) speaking and listening. The curriculum is focused on the development of core academic skills that are required for success in regular academic programs. While the development of grammatical competence (grammar and vocabulary) is ultimately a requirement for general proficiency in English, traditional methods of instruction in these areas are not part of the course syllabi. Students are required to develop cognitive and meta-cognitive strategies that will allow them to direct their own learning in these areas. The ELF program is growing rapidly, along with other SAIT programs, which has put classroom space at a premium on campus.
Purpose
The basic pedagogical framework under which the ELF program currently operates is conducive to the application of blended learning modalities. Meta-cognitive strategy development is enhanced by providing online diagnostic, presentation and practice materials with which learners may more effectively engage. Particularly for the development of competence in vocabulary and grammar, online activities allow students to customize their studies to suit their own needs. Listening and reading activities, which often do not make effective use of class time, can be completed as homework by moving readings, audio files, and accompanying activities to the online LMS. Discussions which are generated by these texts can take place in class and/or in online discussions. Self-tests and practice tests, which can be marked automatically, can provide instant and regular formative feedback to learners. Instructors can provide feedback in more difficult areas, such as academic writing. This would allow more opportunities for both peer review and group discussions and would allow an increase in cognitive, social and teaching presence.
Scope
• Replacement model: diagnostics/assessment, receptive skill practice, & discussions loaded to WebCT.
• Fewer class time hours will focus on:
o work in productive skill development (writing and peer review)
o issues that arise that require more specialized attention by the instructor.
• Open lab times to help those with computer literacy and technical issues.
• Reduced class times will relieve the program somewhat from scheduling pressures
Assessment
Success will be measured and analyzed in the following ways. First, a nationally recognized standardized test of English proficiency, The Canadian Language Benchmarks Assessment (CLBA) will be used to measure actual gains in language proficiency. Second, learners will take learning styles inventory surveys in order to determine if individual learning styles affect success rates in traditional vs. blended classes. Third, the pass/fail/dropout rates will be compared to past records. Finally, surveys and interviews will be conducted to determine the attitudes of students, instructors and support staff towards the blended learning format and also to gain insights into areas that could be improved.

(I look forward to your feedback on this project - PD, Finance/scheduling, access/literacy issues, etc.)