Two of our Intensive English classes can count for credit toward graduation.
Level 4 Grammar (ENGL 104G) and Reading & Vocabulary (ENGL 104C) are eligible for elective undergraduate degree credit.
Students who successfully complete the ALI’s Level Four courses will be able to communicate orally in almost all social situations in a highly interactive manner, read texts written to the general population at the post-secondary level, and meet college-level writing requirements. Students may be ready to begin academic work at the post-secondary (university/college) level upon completion of level four ALI courses.
Beyond the Intensive English Program, the ALI offers many academic classes.
Introduction To Language Acquisition And Diversity
Investigation of the basic principles of first and second language acquisition. Topics addressed include language competency, socio-cultural factors in language, dialects, acquisitional principles, and language diversity. Students will take part in monitored classroom observations in public schools, and will critically analyze how the topics addressed in class apply to real life and to teaching situations. A service learning component is included.
Cross-Cultural Interaction: Experience & Understanding
This course focuses on the social and cultural context of interactional patterns. U.S. and international students are paired in academic activities to encourage mutual understanding and self-awareness. They will draw on a variety of resources and learning modalities to examine aspects of their own and other’s societies, cultures, religions, and family relations. Making use of intercultural theories, students will reflect upon and explore cultural myths and stereotypes and develop a general understanding of cultural similarities and differences.
Cross-Cultural Interaction II: Social Relations
This course will match international students with U.S. students to prepare them to interact more effectively in multilingual and/or intercultural settings. Students learn through readings on cultural theory and cultural relations, in-class small group activities, discussions and lectures, how issues of identity, such as age, sexual orientation, and ethnicity; impact cross-cultural interaction. Papers written for this course will help students integrate theory with previous experience, leading to an understanding of oppression in cross-cultural interaction.
Prerequisite: A&S 210
Discourse I: Reasoning and Values (Speech and Writing)
“Discourse” refers to the language, images, styles, genres, behaviors and other forms of communication used by specific social and professional groups. The techniques of discourse analysis and language awareness taught in this course will enable you to position yourself socially and professionally, helping you understand the discourse conventions, reasoning, and “commonsense” assumptions that create and define academic, political, professional, and other discourse formations and communities. Students will produce, perform, and analyze college-level, oral and written texts; and they will learn how written and oral performances function together in specific discourse communities.
Corequisite: Anchor I
Discourse II: Culture and Diversity (Writing and Speech)
Students will produce, perform, and analyze college-level, oral and written texts that are based on sustained academic research. Students will continue to develop their understanding of discourse analysis and language awareness in the context of a range of discursive forms. Students will interpret and synthesize college-level scholarship that addresses how diverse discourse communities define, evaluate, and transform individual, institutional, and cultural identities. This course is associated with the anchor course Culture and Diversity and prepares students for DISC 300.
Prerequisites: DISC 100
Corequisites: Anchor II
Discourse III: Civic and Community Engagement (Speech and Writing)
Students will put the knowledge and skills learned in Discourse I and II into practical use by engaging in a service-learning project that is interdisciplinary and intercultural. Students will use strategies of critical discourse analysis and critical language awareness to target the appropriate audience/recipients for their service project, to develop innovative and rhetorically effective texts, and to reflect on their project’s purpose, methods, and consequences. This course is taught in close connection with the anchor course Civic and Community Engagement.
Prerequisites: DISC 200
Corequisites: Anchor III