Courses

This course supports the development of reading comprehension of authentic, nonfiction texts for high intermediate English language learners. It includes summarizing practice, core academic vocabulary study, and discussion of current events. This course also explores college orientation topics such as campus resources and activities, MCC technology, goal setting, time management, and college policies.

Prerequisite: Score of 43-53 on CELSA placement test.

Course Learning Outcomes
1. Explain main ideas in nonfiction articles.
2. Distinguish between main ideas and supporting details in nonfiction articles.
3. Organize main ideas and supporting details in graphic organizers.
4. Summarize nonfiction articles.
5. Identify the source, audience, and purpose of a reading.
6. Use select academic vocabulary words appropriately.
7. Employ appropriate strategies for handling unfamiliar academic vocabulary.
8. Use tone and register appropriate for an academic setting.
9. Take notes from a lecture or text.

This course supports fundamental fluency in all skills for high intermediate English language learners through an immersive approach. It includes extensive reading and writing as well as oral practice through small group activities and mini presentations. In addition, students read novels and write and revise a semester-long narrative project.

Prerequisite: Score of 43-53 on CELSA placement test and ESL 100 (may be taken concurrently or previously completed).

Course Learning Outcomes
1. Explain main ideas from various narratives.
2. Discuss personal connections to a text.
3. Identify specific English grammar structures in a text.
4. Write and revise an extended personal narrative essay.
5. Identify and correct errors that contribute to a lack of fluency.
6. Present a personal narrative orally.
7. Use tone and register appropriate for an academic setting.
8. Use select academic English vocabulary in writing.
9. Use a computer for word processing, email, or multi-media presentations.
10. Use grammar structures in writing.

This course is designed to help students identify pronunciation differences between their first language and Standard American English pronunciation, so they can begin to self-correct. Students will be given opportunities to practice targeted features in structured exercises and open-ended recorded responses. Individual feedback will be provided on specific aspects which hinder communication. Required Materials: headphones, microphone, and high speed internet connection.

Prerequisite: Placement at high intermediate level on proficiency tests, or permission of program coordinator.

Course Learning Outcomes
1. Define major features of Standard American English pronunciation which may include rhythm, intonation (pitch), stress, vowel or consonant sounds.
2. Identify individual pronunciation skill difficulties in English.
3. Identify general pronunciation skill difficulties (for most ESOL students) in English.
4. Apply techniques and strategies to begin to self-correct pronunciation errors.

This companion course to ESL 145 supports the development of oral and written fluency through extensive reading for low advanced English language learners. It includes personal responses to texts, small group discussion, and grammar & vocabulary study. Students gain a deeper understanding of American culture by analyzing themes.

Score of 54-64 on CELSA placement test; or ESL 100 and ESL 120, each with a grade of C or better; or permission of program coordinator.

Course Learning Outcomes
1. Explain main ideas from various narratives.
2. Discuss ideas using concrete evidence from texts.
3. Discuss personal connections to a text.
4. Use tone and register appropriate for an academic setting.
5. Correct errors that contribute to a lack of clarity.
6. Use select academic vocabulary words appropriately.
7. Employ appropriate strategies for handling unfamiliar academic vocabulary.
8. Use a computer for word processing, email, or multi-media presentations.

This course promotes the development of academic listening, speaking, reading, and writing skills for low advanced English language learners. It includes small group discussion, paraphrasing, summarizing, synthesizing, and vocabulary study. Students complete a research project, integrating library resources, interviews, and various media.

Prerequisite(s): Score of 58-64 on CELSA placement test; or ESL 100 and ESL 120, each with a grade of C or better if taken concurrently with ESL 140; or permission of program coordinator.

Course Learning Outcomes
1. Explain main ideas in nonfiction articles.
2. Discuss ideas using concrete evidence from texts.
3. Summarize nonfiction articles.
4. Discuss personal connections to a text.
5. Use tone and register appropriate for an academic setting.
6. Write a research project.
7. Revise a research project.
8. Correct errors that contribute to a lack of clarity.
9. Present a research project orally.
10. Use select academic vocabulary words appropriately.
11. Employ appropriate strategies for handling unfamiliar academic vocabulary.
12. Use a computer for word processing, email, library database research, or multi-media presentations.

This course focuses on the skills needed for effective communication in social and academic settings, including cultural differences in non-verbal communication. Students improve listening skills and oral fluency through discussion, role play, interviews, oral presentations, and listening activities using various media.

Prerequisites: Score of 54 or higher on CELSA placement test; or ESL 100 and ESL 120 each with a grade of C or better; or permission of program coordinator.

Course Learning Outcomes
1. Summarize oral texts such as lectures, videos, or broadcasts.
2. Discuss personal connections to oral texts.
3. Use tone and register appropriate for an academic setting.
4. Use transitions and discourse markers to help the flow of ideas.
5. Use strategies for overcoming comprehension gaps, such as requesting clarification, paraphrasing, or repeating.
6. Conduct an oral interview.
7. Deliver a short presentation orally to the class.
8. Identify common English pronunciation errors.
9. Apply strategies to begin to self-correct pronunciation errors.

This course supports the development of grammatical accuracy through reading, writing, discussions, and formal instruction. Students paraphrase, summarize, and analyze grammatical structures in various media and focus on revising and editing their writing for correctness. They also improve their fluency and their ability to identify grammatical errors.

Grade of C or higher in ESL 145, or score of 65 or higher on CELSA placement test; or permission of program coordinator; and ESL 201 taken concurrently or previously completed.

Course Learning Outcomes
1. Identify grammar structures in a variety of texts.
2. Use advanced level English grammar structures in writing.
3. Identify errors that contribute to a lack of accuracy.
4. Correct errors that contribute to a lack of accuracy.
5. Summarize nonfiction texts.

This course emphasizes the continuing development of academic listening, speaking, reading, and writing skills for high advanced English language learners. It includes analysis of various media, small group discussion, informal writing, paraphrasing, summarizing, and essay writing through the process approach. Students focus on revising and editing their writing for accuracy.

Prerequisite Score of 65-69 on CELSA placement test; or ESL 140 and ESL 145, each with a grade of C or better; or ESL 145 only with a grade of C or better for students with a score of 58-64 on CELSA placement test; or permission of program coordinator.

Course Learning Outcomes
1. Explain main ideas in nonfiction articles or narratives.
2. Summarize or paraphrase excerpts from texts.
3. Discuss personal connections to texts.
4. Identify appropriate rhetorical patterns in texts.
5. Write various essays on assigned topics.
6. Identify errors that contribute to a lack of accuracy.
7. Correct errors that contribute to a lack of accuracy.
8. Utilize effective note-taking strategies.
9. Use select academic vocabulary words appropriately.
10. Employ appropriate strategies for handling unfamiliar academic vocabulary.
11. Use tone and register appropriate for an academic setting.
12. Use a computer for word processing, email, or multi-media presentations.

See the Department Chairperson.

Check if course is offered:
Intersession 2025
Spring Semester 2025