Kadir Has University School of Foreign Languages (SFL) Teaching and Learning Philosophy
The SFL EPP Curriculum is developed around Content-Based Instruction (CBI), which aims to create opportunities for a more natural way of developing language ability, and where students are exposed to intensive teaching of the target language by focusing on content through themes ranging from information on familiar and personal topics to semi-authentic and authentic texts. In this approach, students learn about the scope by using the language/rhetorical patterns they explore as tools for developing knowledge in ways that build their linguistic ability.
Students are thus guided to recognize language/rhetorical patterns and lexis in the texts they study and develop strategies to understand, re-structure, learn and use them effectively. While doing this, students also develop essential academic skills such as note-taking, paraphrasing and summarizing, analyzing and synthesizing information from (a variety of) texts, and evaluating and re-structuring information, which can then be transferred to other subjects. To this end, the SFL EPP curriculum aims to prepare students to be better equipped for an academic environment that requires the achievement of inter-disciplinary 21st Century skills, which are not restricted to language learning but will help them succeed in their future studies.
By the end of the program, students are expected to have completed the final course of EPP (i.e., Track 5) and exam requirements and have developed sufficient English language competence to continue their academic studies in their departments and beyond. This is achieved through intensive teaching and learning of content and language support provided through multiple means (i.e., instruction and exploitation of core and supplementary materials and texts, tutorials, language support classes, written and verbal feedback, and asynchronous tasks.)
While this support is provided in an ongoing manner, students are encouraged to be actively engaged in and take responsibility for their learning and fulfill duties as expected.
Course Descriptions
2024-2025 Academic Program
KHAS English Preparatory Program is semester-based.
- Fall Semester: 16 Weeks
- Spring Semester: 16 Weeks
- Summer School (8 weeks/fee-based)
Track System and Levels
KHAS English Preparatory Program consists of six different levels with varying content and class hours.
- TRACK INTRO/BEGINNER LEVEL
- TRACK 1/ELEMENTARY LEVEL
- TRACK 2/PRE-INTERMEDIATE LEVEL
- TRACK 3/INTERMEDIATE LEVEL
- TRACK 4/UPPER-INTERMEDIATE LEVEL
- TRACK 5/ADVANCED LEVEL
- SUMMER EXIT
Track INTRO
This level is offered to students identified as beginners based on the KHAS-LPPE 1. This course aims to develop students’ English knowledge and skills to a level where they can communicate in basic terms. This level focuses on expanding basic vocabulary, learning fundamental grammar, and developing essential reading, writing, listening, and especially speaking skills. Students beginning at the Track INTRO level must successfully complete three semesters to finish the program. They may complete the third semester either during summer school or in the following academic year by meeting the necessary requirements.
Track 1
Students whose English proficiency is above the beginner level but who do not meet the threshold for the elementary level are placed in this level. The course aims to develop students’ English knowledge and skills to enable basic communication and to build a foundation for higher-level academic English skills by enhancing their academic vocabulary and skills. This level emphasizes learning basic vocabulary and grammar and improving fundamental reading, writing, listening, and speaking skills.
Track 2
Students with pre-intermediate English skills who need to consolidate their vocabulary and grammar knowledge are placed in this level. The course aims to provide a solid foundation for students to develop their reading, listening, writing, and speaking skills, along with their language and academic skills.
Track 3
This level is for students who demonstrate intermediate general English language skills. The goal is to advance their fluent and accurate language use to a higher level. The course focuses on developing students’ academic skills, enabling them to comprehend academic texts and lectures and to write and speak in English on academic topics.
Track 4
The Track 4 program offers students the opportunity to elevate their English knowledge and academic skills beyond the intermediate level. By the end of this course, students are expected to effectively express themselves in English both orally and in writing, comprehend academic texts and lectures, and communicate on academic topics. The aim is for students to reach an upper-intermediate level of academic proficiency.
Track 5
Track 5 is the highest level of the KHAS English Preparatory Program. This program focuses on enabling students to utilize their academic knowledge and skills at an advanced level. By the end of the program, students are expected to understand academic texts and lectures, even on unfamiliar topics and contexts, and to demonstrate their communication skills by expressing themselves effectively in both written and oral forms.
Summer School
Students who have not successfully completed the KHAS English Preparatory Program by the end of the Fall and Spring Semesters but have met the necessary conditions during the academic year are given the opportunity to continue their education in the summer school for a fee and to complete their studies successfully by the end of the summer school. The conditions for continuing education in the summer school are shared with students at the beginning of each year.
Detailed information on course content, materials, books, course delivery, and evaluation components along with their weightings is shared with students at the beginning of each semester and term by the course instructors.
Assessment at KHAS SFL
Since the SFL EPP Curriculum is developed around Content-Based Instruction (CBI), the content that is used to teach the language is organized through themes ranging from information on familiar and personal topics to semi-academic and academic texts.
The Assessment system at the KHAS SFL recognizes the importance of continuous, theme-based and transparent assessment components, reflecting both the formative and summative elements of a meaningful assessment system, and it is a combination of assessed course work and exams.
As such, the assessment of learning at KHAS SFL contains formats which reflect the type of activities our students will be expected to perform in their faculty courses, such as:
- Writing a short response: based on some of the content of the material students have studied during the course.
- Writing a long response: using information from a selection of texts which have been provided, in line with the academic writing conventions
- Learning Portfolio: producing short and longer pieces of writing every other week which consist of the draft and final versions. The Learning Portfolio provides an opportunity for students to improve their writing and language skills, as well as reflect on their own learning experience.
- Independent Study and Classroom Participation Evaluation: assessing the work students do during class time, as well as the assigned work they need to complete outside class hours. It is also expected for learners to proactively participate in the lessons, adhering to the rules of punctuality and using English in the classroom.
- Oral Assessment: assessing students’ general spoken performance in English, as well as fluency, idea development, and interaction skills.
- Language Exams: short exams assessing the language and vocabulary covered in the course at regular intervals.
- Mid-Term Exam: happening in the middle of the semester, covering the skills, language and vocabulary students are expected to have developed until that point.
- Final Exam: happening at the end of the semester, covering the skills, language and vocabulary students are expected to have developed throughout the semester.
At the start of each track, more detailed information regarding the assessment components such as the expectation and weigthing of each component, as well as due dates, are provided to students.
For more detailed information, please refer to the KHAS SFL English Preparatory Program Student Handbook at this link.
Professional Development Opportunities KHAS SFL
SFL EPP offers a variety of professional development opportunities to instructors:
CAST Work: Developing expertise working in collaboration with the Curriculum and/or Assessment Teams
PD Seminars: Input sessions on themes based on institutional priorities, developments in the field of EAP, faculty and student needs.
PD Fair Days: Mini-sessions where instructors have an opportunity to share their teaching or research-related ideas, or good practices they have used with their classes including innovative online teaching tools and services.
Seminars/workshops from outside counselors, trainers and prominent researchers in the field.
In-service training opportunities e.g., Action Research Group: Sessions that last typically two consecutive semesters where participants are encouraged to carry out action research on a theme of their interest after which they are expected to come up with an output that will benefit themselves and SFL.
Task groups focusing on track-specific or institutionally prioritized needs.
Special interest groups where participants reflect on, discuss and share ideas/practices on an area which is of common interest to them.