The module is designed for students demonstrating at least CEFR B2 English language proficiency upon entry to XJTLU. These students require approximately 100 hours of guided tuition in order to develop key academic skills required for success in Year 2+. The module will therefore focus primarily on the development of academic skills with linguistic components integrated into learning and assessments. Assessments are designed to reflect the academic tasks students will be exposed to on degree programmes. These academic tasks may include identifying and critiquing ideas from spoken and written texts, summarising spoken and written texts, engaging in groups discussions, presenting researched ideas, and producing written passages and essays. Pastoral skills are also included in the module to enable students to become active and self-directed learners of English.
A.Employ a range of level-appropriate listening strategies in order to extract meaning from non-academic and academic listening materials. B.Employ a range of level-appropriate reading strategies in order to extract meaning from non-academic and academic reading materials. C.Communicate spoken ideas on a range of non-academic and academic topics with level-appropriate fluency, complexity, and accuracy. D.Produce written responses to non-academic and academic topics with level-appropriate coherence, complexity, and accuracy.
Students will have 4 hours of guided tuition per week. • Seminars (2 x 2 hours per week) are used for teaching a range of level-appropriate language and skills Students entering the university with a CEFR B2 level of linguistic proficiency require focused instruction and practice in key academic skills in which linguistic proficiency may be demonstrated. Teaching and learning therefore focuses on the development of academic skills and academic language, with all four linguistic skills (listening, reading, speaking, writing) utilized throughout the module. Students will also be given guidance on, and opportunities to, practice the various skills mentioned in the learning outcomes. The self-study activities will be extensions and/or consolidation of work carried out in the seminars. On occasion, seminar style classes may be delivered in tutorial form (e.g. for individual feedback on assessment tasks).