English Language Center (ELC)

What is the CCQ Foundation English Program?

The CCQ Foundation English Program is a series of courses run by the English Language Center (ELC) of CCQ, and is designed to prepare students for entry to CCQ college courses in both the English and Arabic tracks. Each level is mapped according to the Common European Framework for Languages (CEFR). The Program follows an integrated approach in teaching the four basic skills of reading, writing, listening and speaking. ELC instructors strive to deliver lessons that are both engaging and challenging. 


The English Language Center (ELC)

The ELC is chaired by Dr. Mick King and assisted by the coordinators, Ms. Tatiana Babenko and Ms. Marwa ElDeib. Currently, there are more than 40 full-time teaching faculty. The majority are holders of postgraduate degrees at the Master's and doctoral level with the remainder currently working on postgraduate studies. The multi-national aspect of the team allows students to be exposed to a variety of English teaching methodologies and teaching styles.

Programme Structure

The ELC offers four levels in intensive English language instruction. Students have two instructors each 8-week term; one for Reading and Writing, and one for Listening and Speaking. Students can study in the morning or in the evening subject to availability  Each level consists of 20 weekly hours of classroom instruction and 4 hours of project work in the Student Learning Center (SLC).  There are five terms per year.

The Student Learning Center (SLC)

The SLC serves as a learning environment where students can learn, use and practice English through project-based or skills-focused activities. The activities are mostly student-led and may be individual or group-based. With an assortment of level-appropriate graded reader books, CALL resources, and project ideas, the SLC provides students with ample support and opportunities to engage in independent studies outside of the classroom.

Sample of course learning outcomes:

Upon completing level 1, a student should be able to:

  • follow short, simple texts on familiar matters of a concrete type (articles, extracts from textbooks, websites, advertisements, leaflets, etc.) with high frequency everyday language
  • achieve general understanding of the content and context
  • follow short dialogues, instructions, and conversations when clearly articulated
  • follow the listening texts with the highest frequency vocabulary related to areas of most immediate personal relevance
  • write simple texts on familiar topics linked with most frequent connectors (e.g. and, but, because, so)
  • give simple descriptions and short, rehearsed, basic presentations using most frequent connectors
  • communicate in simple and routine tasks requiring a simple and direct exchange of information in short conversations on familiar topics (self, job, countries, immigration, family, living conditions, education, etc.) in predictable everyday situations
  • assess their prior knowledge of content
  • relate personal experiences to topics
  • apply information from other sources to their own situation

    Upon completing level 2, a student should be able to:
  • follow short, simple texts on familiar matters of a concrete type (articles, extracts from textbooks, websites, advertisements, leaflets, etc.) with high frequency everyday language
  • achieve general and detailed understanding on the content and context by skimming and scanning
  • differentiate between facts and opinion and draw conclusion
  • follow 3-3.5 minutes dialogues, instructions, and conversations when articulated at normal pace
  • follow the listening texts with the highest frequency vocabulary related to areas of most immediate personal relevance
  • write 3 connecting paragraphs (using transitional devices of addition, contrast, comparison, cause and effect, conclusion and introduction) with compound and complex sentences
  • write opinion, explanatory and compare and contrast paragraphs
  • give simple descriptions (without codes switching), make a talk, do short & pre-prepared presentations (monologue/story telling), ask and give opinions (role play)
  • communicate in simple and routine tasks requiring a simple and direct exchange of information in short conversations on familiar topics (sports, emotions, values, cycle of age and development, change and development) in predictable everyday situations
  • assess their prior knowledge of content, apply information from other sources to their own situation
  • and relate personal experiences to topics
  • analyze reasons/causes and results/effects

    Upon completing level 3, a student should be able to:
  • identify main ideas and specific information in short straightforward and clearly signaled texts
  • follow the main points of clear standard speech on familiar matters and on current affairs
  • write continuous and intelligible short texts in which elements are connected
  • enter into conversation on topics that are familiar, of personal interest or pertinent to everyday life (emotions, feelings, fame, values, mannerism, etc.)
  • give simple descriptions and short, rehearsed and extempore basic presentations
  • give reasons and explanations for opinions
  • give and seek personal views and opinions in an informal discussion
  • recognize their own mistakes and lack of vocabulary during communication
  • monitor their own work with a teacher given pre-prepared checklist
  • assess their prior knowledge of content and relate personal experiences to topics
  • apply information from other sources to their own situation.
  • analyze for reasons/causes and results/effects

    Upon completing level 4, a student should be able to:
  • identify main ideas and specific information in straightforward and clearly signaled texts with high frequency everyday language with a relatively wide vocabulary range
  • follow the main points of clear standard speech on familiar matters and on current affairs and on topics of personal or professional interest
  • write continuous and intelligible texts in which elements are connected
  • enter into conversation on topics that are familiar, of personal interest or pertinent to everyday life (values/ mannerism, competition, success, business, family, trends, environmental issues, and etc.)
  • give detailed descriptions and rehearsed and extempore presentations of 4-5 minutes
  • give reasons and explanations for opinions and plans
  • give and seek personal views and opinions in an informal and formal discussion
  • recognize and appropriate lack of vocabulary during communication
  • monitor their own work with a student-prepared checklist
  • assess their prior knowledge of content and relate personal experiences to topics
  • apply information from other sources to their own situation.
  • analyze for reasons/causes and results/effects and present reflections
  • collaborate to solve a problem

    Progression

    In order to progress from one level to the next, a student must have an average grade in the two classes of 70% (C) or higher at the end of the term. Students must attend classes in accordance with CCQ attendance policy.  A student who exceeds 12.5% absences from the course is dropped and can re-enroll in the level according to administration regulations. Students exit the Foundation English program on successful completion of Level 2 for the Arabic track and Level 4 for the English track.

    Registration and Placement Tests

    A student is placed into the ELC via a variety of methods; such as an IELTS score, TOEFL score, or SAT score. The most common method is through the CCQ-administered ACCUPLACER placement test.

    Student Support

    CCQ Student Services offer academic advising, counselling, and special needs services.

    Committees

    The ELC consists of a number of committees formed among faculty. All committees aim to support both college administration and internal departmental activities. Their mandates are aligned with college strategic goals. Below are short descriptions of these committees.

    Student Affairs Committee (SAC)

The Student Affairs Committee's role is to mentor and advise students on reaching their academic and career goals and following CCQ regulations. They have advisors at each campus and liaise with Special Needs and Support Services and the Counseling Center to ensure overall student success and wellness. The Committee also arranges orientation presentations and maintains the ELC Social Media outlets. Finally, it works with ELC and CCQ management to resolve academic and disciplinary issues as they arise.

 

Community Service Committee

This Committee has raised over 120,000 QAR for charitable organizations in Qatar and beyond. It provides ELC faculty, staff and students the opportunity to participate in philanthropic projects. Activities include on-campus blood donations, collecting clothing and supplies for refugees and laborers, visiting animal welfare centers, and taking part in charity fun runs. In 2017 the Committee established an international development link with Makunduchi Secondary School in Zanzibar, Tanzania, which commenced in taking CCQ faculty on a visit to the country.


Professional Development Committee

The Professional Development Committee's vision is to improve student academic achievement by providing the ELC faculty with on-going and sustainable opportunities for learning, collaboration and renewal. The committee focuses on the development of knowledge about curricular content, educational theory, effective learning practice, and teacher-leadership. It conducts various events throughout the year and maintains a website.

Educational Technology Committee

The main goal of the Education Technology Committee is to expand the use of innovative technology to enhance education programs and services by creating, gathering and uploading learning materials through an ELC Online Resource Portal, and providing support for faculty in the use of the dedicated learning management system, Blackboard. The committee liaises between the ELC faculty and the IT department. It places student learning and success above all else in its recommendations related to technology.

Testing Committee

The Testing Committee produces unique midterm and final exams, and works on continuously improving existing ones through a vigorous process of design, development, analysis and improvement. Its goal of producing standardized exams which meet conditions of reliability and validity is a cornerstone of the quality that the ELC strives for. The committee follows a tight weekly schedule which ensures that all common assessment material is of a high quality and delivered on time.

Curriculum Committee

The Curriculum Committee is responsible for the development of a clearly structured roll out of all 4 levels of the Foundation program. They work on syllabus documents and course descriptions to ensure that all stakeholders are fully aware of all teaching, learning and assessment processes in the ELC. They are also involved in annual curriculum review to determine changes required based on evidence-based feedback.

Scheduling Committee

The scheduling committee has an ongoing role to ensure that all students and faculty are made aware of what classes they have been assigned, where these take place and when. This role involves close communication with the ELC administration who, in turn, keep in close contact with the registration department of the college. The committee also ensures that all rooms used are available and fit for purpose.

Social Activities Committee

This committee plays a crucial role in ensuring that the department gels into a cohesive and supportive unit by planning activities where department staff can enjoy each other's company outside the normal environment of office and classroom. This includes the running of pot luck lunches and other activities every term.

Accreditation Committee

Formerly the Program Review committee, this new group is responsible for preparing the ELC for accreditation by the Commission on English Language Program Accreditation (CEA). Its core will be expanded according to the needs of the task to conduct a self-study to ensure that quality standards are being met. During the course of the current academic year, it will form an advisory council to make internal department decisions based on the by-laws and strategic goals of the college.

ELC

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