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ESL 055 English as a Second Language Level 5 • V1-10 Cr.

Description:

Prepares English-as-a-second language students to understand sustained conversation and instructions and to communicate independently in various situations. Students apply reading strategies and critical thinking skills when reading materials from authentic sources. Students write and edit organized paragraphs. This is low advanced ESL. Students must show progress in three quarters of instruction. Course is credit/no credit. Prerequisite: Placement by assessment.

Outcomes:

After completing this class, students should be able to:

  • Apply active listening strategies to understand and respond to the gist of extended and relatively unstructured conversations and presentations of moderate length, detailed instructions, and more complex conversations requiring adapting one’s response to varied speakers and contexts when language is not adjusted for English language learners.
  • Effectively use a wide range of strategies to repair gaps in understanding and give feedback, tailoring the response to the purpose of the communication, the audience, the level of formality of the situation and other socio-cultural factors.
  • Apply linguistic, socio-cultural, and other background knowledge and strategies (such as comparing, integrating, and categorizing information for others) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.
  • Speak so others can understand to recall and use sufficient oral vocabulary (range of common vocabulary related to personal experience and everyday activities, some idioms) as well as control of basic grammar and a variety of sentence types and registers in a range of familiar to somewhat unfamiliar or unpredictable communication tasks.
  • Speak fluently and accurately in settings and with audiences that may not be entirely familiar when provided with some support (guided practice, modeling, and advance organizers.)
  • Select from a range of strategies (such as elaborating with some detail and examples; determining most important/right amount of information and content to convey) to select, organize and relay information.
  • Apply a range of strategies (including attention to appropriate register, repetition of information, adjustments in pace, tone, volume, eye contact, body language based on listener’s response and needs) to monitor and enhance effectiveness of communication and to meet the speaking purpose.
  • Read with understanding to read and use a wide range of strategies to locate important information in short texts to accomplish a variety of adult goals.
  • Recognize unfamiliar and some specialized words and abbreviations using word analysis or inference.
  • Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary.
  • Monitor and enhance comprehension using a wide range of strategies, such as posing and answering questions, trial and error, and adjusting reading pace.
  • Organize information using some strategies, such as recall, restatement, simple sequencing and simple categorization.
  • Actively apply prior knowledge to assist in understanding information in texts.
  • Convey ideas in writing by determining the purpose and audience for writing simple narrative, informative, or expressive texts of a few short paragraphs and steps/instructions/commands with some effort but with few errors.
  • Use simple planning strategies to identify and organize a limited number of ideas to support a single purpose (to convey personal experience, meet a specific need, or respond to recent learning), and produce a legible and comprehensible draft.
  • Appropriately use familiar vocabulary (based on personal experience and learning)and basic text structure of simple steps/instructions/commands or a few short, well-linked paragraphs to convey ideas with several support details/examples reflecting some attention to audience.
  • Use simple revision strategies to monitor effectiveness by re-reading and revising during the writing process and making revisions to a first and final draft based on review and feedback from others.
  • Demonstrate beginning attention to clarity, descriptiveness, personal voice, and appropriateness of text for the intended audience.
  • Make many edits of grammar, spelling, sentence structure, (simple/compound/complex with appropriate capitalization and punctuation) language usage and text structure often with help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.
  • Reflect on, plan for and monitor own goals.
  • Use or learn to work with most basic computer software, such as using a word processor to produce his or her own texts related to his or her family, community/citizen and/or worker roles.
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Contact info

Bellevue College
3000 Landerholm Circle SE Bellevue, WA 98007-6484 U.S.A.
Work: (425) 564-1000