Proposal:
Development of an Intensive English Language Center
and Curriculum for International Students
The following document is in response to Bemidji State University’s call for proposals to
establish an Intensive English Center and Curriculum for International Students on the Bemidji
State University campus. We believe that Winona State University is in a unique position to
respond to the RFP in that we have an established English Language Center (ELC) with a
stellar curriculum, experienced staff and student services, a proven record of success, and the
necessary international approvals to bring students to the Center. In addition, we are a sister
institution in the MnSCU system with current partnerships in academic programming and a
collaborative degree program. We believe developing a new English Language Center (ELC)
on the Bemidji State campus (hereafter: ELC-B) would result in mutual benefit for both
institutions, would provide students with new options for matriculation after successful
completion of the intensive English program, and may lead to further collaborative
programming between BSU and WSU.
If our proposal is accepted, both universities will enter into a new level of partnership
unprecedented in the MnSCU system. Both universities recognize the need for unique and
innovative solutions to serve global students, diversify and internationalize our campuses, and
establish new student markets. Working together, BSU and WSU will share in successful
fulfillment of these goals and open new possibilities for other MnSCU institutions and other
partners.
1. We have read and understood the information contained in General Information parts 1
through 1.19.
2. We have read and understood the Vendor Requirements.
a. Response to Nine Deliverables
Note: “School” refers to Bemidji State University, BSU refers to Bemidji State University.
“ELC-B” is the English Language Center-Bemidji, WSU refers to Winona State University.
2
1.
An understanding and written description of the English language requirements
identified by the School.
The School identifies that all international students whose first languages are not English are
required by the School to meet the following English language proficiency requirements.
Official copies of the tests are required at the time of the admission to the School.
TEST
TOFEL
PBT
IBT
IELTS
Score
Undergraduate
500
61
6.0
SAT ( Critical Reading & Math combined score)
980-1010
Graduate
550
80
6.5
N/A
Additionally, the School identifies that international students who do not meet the English
language requirement must first be admitted to the English Language Center-Bemidji (ELC-B).
These students may apply to be conditionally admitted to the school.
International students successfully completing the ELC-B program might be required to take
either or both DEVL 0912 ENGLISH AS A SECOND LANGUAGE II (3 credits) and DEVL 0913
ENGLISH AS A SECOND LANGUAGE III (2 credits) offered by the School. They however are
not required to participate in BSU’s ESL assessment. Their placement of the DEVL 0912 and
0913 will be determined by the ELC-B program in consultation with the International office of
the School.
2.
An evaluation, provided in a written report, of the intensive English curriculum
being proposed for delivery into the School
This curriculum proposed for ELC-B is the same proven curriculum currently used in the
English Language Center (ELC) at Winona State University (http://www.winona.edu/elc/ ). The
curriculum takes into consideration the following:
1. Firm adherence to the TESOL requirement that all intensive English programs (IEP)
must have at least 20 instructional hours per week.
2. Class size should average 15 students in order to maximize learning opportunities.
3. Students be tested upon entering the ELC-B and placed in classes at the levels
appropriate to their English language skills.
4. Students enrolled in the ELC-B Intensive language courses are non-credit.
3
Program Purposes, Levels, Courses
This curriculum to be delivered in the School will
provide international students with intensive English
language training so that they meet the current
TOFEL /IELTS requirements for admission into the
School.
The curriculum’s purpose is to strengthen the
academic and interpersonal English language skills
for international students conditionally admitted to the
School, orient students to the expectations and
resources available at BSU or WSU (or other
institutions) and in the surrounding community, and provide students with opportunities to
share their culture with the community.
To this end, the curriculum includes courses designed to develop a student’s communicative
ability in all skill areas (speaking, listening, reading, and writing). The students receive focused
instruction on improving speaking, reading, and writing. Listening is developed through input
opportunities in all ELC-B courses. There are four proficiency levels of courses in the ELC-B
curriculum: pre-level (low), level one (low intermediate), level two (high intermediate), and level
three (advanced). Additional levels are available.
 Speaking courses emphasize development of a student’s speaking abilities and
communicative confidence in formal and informal communication situations.
 Writing courses emphasize development of a student’s ability to compose sentences,
paragraphs, and essays; proficiency employing the writing process (pre-writing, drafting,
revising, and proofreading); and understanding of academic writing conventions and
expectations.
 Reading courses emphasize development of a student’s ability to read critically and
comprehend texts of varying lengths and from different genres of writing; to employ a
variety of reading strategies (skimming, scanning, and predicting); to expand their
schema or background knowledge; and to increase their vocabulary.
 Integrated Skills emphasizes development of all communication skills and multiple
literacies (personal, visual, digital, popular culture, academic, and civic) in an authentic
manner through project-based learning, interactions with community members, and
fieldtrips to sites on campus and in the local community.
 Grammar courses emphasize development of a student’s grammar knowledge and
ability to apply the concepts for a variety of communicative purposes.
All ELC-B courses are labeled with the ELCB prefix and a three-digit course number. The
second digit of the course number designates the proficiency level of the course.





Pre-level
Level one
Level two
Level three
Level Four
ELCB
ELCB
ELCB
ELCB
ELCB
00010203044
The third digit of the course number (indicated below as an X) designates the content of the
course.
 Speaking
ELCB 01X
 Writing
ELCB 05X
 Listening
ELCB 02X
 Tasked-Based
ELCB 06X
 Reading
ELCB 03X
 Grammar
ELCB 07X
 Integrated Skills
ELCB 04X
Course Descriptions, Objectives, and Assessment
Speaking Course Overview
Speaking Course
Objectives
1. Develop speaking fluency and
confidence.
In-Class Activities
Assessment
Recorded feedback
2. Learn the mechanics of proper
pronunciation to enhance
clarity in speaking.
Drilling/recitation
Collocation practice
Dialogues
Self-recording
Recitations
Sing songs
Self-recording
3. Develop speaking confidence.
Speaking activities in small groups
Speaking tests
4. Identify appropriate structure,
content, and tone for different
interlocutors or audiences.
Expose student to different L1
speakers on campus
Conversation partners
Surveys
5. Employ effective
communication for daily life
tasks.
Dialogues (speaking and listening)
Making phone calls
Speaking tasks
6. Choose the appropriate
language and speaking
conventions for informal
speaking situations.
7. Apply the appropriate language
and speaking conventions for
academic and professional
speaking situations.
8. Demonstrate appropriate
communication and behavior
for participating actively in
classes.
9. Utilize techniques to express
opinion, agree and disagree
when taking part in an
argument.
10. Develop techniques and
strategies to utilize to be a
successful oral presenter and
effective communicator in
different genres.
Interviewing students on campus
Conversation partners
Interviews
Vocabulary integration in class
discussion
Guest speakers
Auditing university classes
Listening report
Mock Interviews
Role assignments in group
discussion
Group discussion
Problem solving scenarios
Debates
Impromptu speeches
Formal speeches
Demonstrations
5
Pronunciation checks
Recorded feedback
The ELC-B speaking courses employ a combination of activities and assessments that
develop a student’s interpersonal and formal speaking skills. While some public speeches are
assigned as major assessments, speaking courses also work on developing a student’s
interpersonal speaking abilities and confidence. Some possible ideas for projects or
assessments include having students conduct surveys and interviews with native speakers
and present their findings to the class, holding debates or mock job interviews, or calling local
businesses during class time using Skype. In addition, every class period some time should
be devoted to pronunciation drills and dictation activities. The target language feature of these
activities will depend on the level of the students.
Speaking Course Descriptions
ELCB 001
Working on Speaking
This course develops fundamental speaking skills. Students practice pronunciation,
interpersonal conversation, and formal presentations. Grade only.
ELCB 011
Getting Ready to Speak
This course develops beginning speaking skills. Students practice pronunciation, interpersonal
conversation, and formal presentations. Grade only.
ELCB 021
Speak Interpersonally
This course refines intermediate speaking abilities. Students practice pronunciation,
interpersonal conversation, and formal presentations. Prerequisite: qualifying score on ELCB
placement exam or ELCB 011. Grade only.
ELCB 031
Advanced Oral Communication
This course refines advanced speaking abilities. Students practice pronunciation,
interpersonal conversation, and formal presentations. Prerequisite: qualifying score on ELCB
placement exam or ELCB 021. Grade only.
6
Reading Course Overview
The focus of the reading course is concentrated on reading and reading-related skills.
Students will read a variety of texts of different lengths from different genres over the course of
the semester. Successful reading courses personalize the readings according to the students,
so the proficiency level and the interests of the students should play some role in the reading
selections that the instructor chooses. The instructor needs to be preparing students for
reading at the next ELC-B level or after the ELC-B. Depending on the level, the instructor will
choose a text of substantial length for use throughout the semester in addition to a variety of
shorter texts from different genres.
All the reading courses adopt a common text at the beginning of a semester. Level two
reading courses require students to read a novel-length text over the course of the semester.
Aside from extensive reading, in every class period, some time is spent building a student’s
vocabulary. In addition, the focus of writing in the reading courses is on building a student’s
paraphrasing and summary skills.
Reading Course Descriptions
ELCB 003
Improving Reading
This course develops fundamental reading skills. Students study a variety of basic readings in
order to develop their vocabulary and reading comprehension. Grade only.
ELCB 013
Start Reading and Writing
This course develops beginning reading skills. Students study a variety of common readings
in order to develop their vocabulary and reading comprehension. Prerequisite: qualifying score
on ELCB placement exam or ELCB 003. Grade only.
ELCB 023
Reading and Writing Stories
This course develops intermediate reading skills. Students study a variety of academic
readings in order to develop their vocabulary and reading comprehension. Prerequisite:
qualifying score on ELCB placement exam or ELCB 013. Grade only.
ELCB 033
Advanced Reading and Writing Stories
This course develops advanced reading skills. Students study a variety of advanced academic
readings in order to develop their vocabulary and reading comprehension. Prerequisite:
qualifying score on ELCB placement exam or ELCB 013. Grade only.
7
Reading Course Objectives
In-Class Activities
Assessment
1. Develop their formal and
informal vocabulary.
Develop word family charts
Apply reading vocabulary to
other contexts
Quiz word families and
vocabulary use
2. Employ strategies for
learning vocabulary.
Dictionary practice
Underline contextual clues in
text
Vocabulary quizzes
3. Expand background
knowledge and schema.
Extensive Reading
Reading log
4. Practice reading a variety of
short and long texts to
increase reading speed and
stamina.
Sustained Silent Reading
Reading circles
Reading a novel
Book report or presentation
5. Develop reading
comprehension.
Guided Reading
Support group and individual
reading in class
Comprehension quizzes
6. Utilize pre-reading strategies
(skimming, scanning, and
predicting).
Skimming, scanning, predicting
Ask guided questions about real
life experiences that relate to
text
Demonstrate awareness of plot,
setting, and character
identification
7. Analyze the parts of a
paragraph (main idea and
supporting details).
Read a variety of text types and
discuss parts of paragraph
Create mind-maps, timelines, or
other types of graphic organizers
Fill in the blank or short answer
8. Paraphrase a text in own
words.
Practice through group reading
and discussion
Connect textual ideas across
different texts or with real life
scenarios
Create detailed outline
Short answer or essay quizzes
Introduce parts of a story, text,
or book (Table of Contents,
Cover, Title page, References)
Identify parts of an unfamiliar
text or book
9. Summarize the main ideas of
a text.
10. Increase accessibility of
different text formats (novels,
short stories, research,
argumentative essays,
newsprint…)
8
Annotated bibliography
Integrated Skills Course Overview
All integrated skill (IS) course are taught in an integrative class. Integrated skills courses
employ multiple literacy themes, project-based learning, field trips, and lots of group work, and
take a more integrative approach to teaching and learning. Integrated skill courses emphasize
more digital literacy and require our students to utilize laptops. Students should are thus
encouraged and required to use laptops for more than checking their email and writing papers
using Word. Requiring the use of other programs such as PowerPoint, Microsoft Publisher, or
iMovie ensures that students develop digital literacy. Class assignments encourage
collaboration among students. Typically at the end of these courses, students plan a
showcase of their work, e.g., a film festival, poster fair, or a student display to the public.
Course Descriptions
ELCB 004
Building Basic Integrated Skills
This course integrates all communicative skills. Students with basic English proficiency
examine a range of texts and complete projects to improve their language proficiency. Grade
only.
ELCB 014
Beginning Integrated Skills
This course integrates all communicative skills. Students with beginning English proficiency
examine a range of texts and complete projects to improve their language proficiency.
Prerequisite: qualifying score on ELCB placement exam or ELCB 004. Grade only.
ELCB 024
Intermediate Integrated Skills
This course integrates all communicative skills. Students with intermediate English proficiency
will examine a range of texts and complete projects to improve their language proficiency.
Prerequisite: qualifying score on ELC placement exam or ELC 014. Grade only.
ELCB 034
Advanced Integrated Skills
This course integrates all communicative skills. Students with advanced English proficiency
will examine a range of texts and complete projects to improve their language
proficiency. Prerequisite: qualifying score on ELCB placement exam or ELCB 024. Grade
only.
9
IS Course Objectives
In-Class Activities
Assessment
1. Learn new vocabulary
while applying it to
immediate tasks.
Introduce new vocabulary for
each new theme.
Vocabulary quizzes.
Use vocabulary in theme
projects.
2. Analyze English language
elements, conventions,
and situations from a topdown perspective.
Describe situational uses of
English by first introducing the
setting and then allowing
students to identify English
uses
Students share examples
from their cultures/past that
relate to each theme.
Create graphic organizers
that list, compare, or contrast
elements in different themes
Share life experiences
concerning your country, its
history, and your family’s
history.
Reflect on similarities and
differences between two
environments.
Read about other cultures in
English.
Grocery shopping
Complete Venn Diagrams and
use other graphic organizers
to present comparisons.
Complete library scavenger
hunt including collecting
information from library
databases and catalog.
Visit and communicate at
public library, museums,
grocery store, and volunteer
sites.
Guest speakers
Scavenger Hunt
Complete citation information
worksheet, audit an academic
course and take notes.
Conduct research using
online resources.
Projects (newsletter, blog,
PowerPoint, or video)
Interview students on campus
or people in the community
Present or write about
different perspectives of
cultural, academic, and civic
literacy
Keep a log of work and steps
done Report to group leader
and teacher
3. Relate new content and
experiences to preexisting
personal and cultural
schema.
4. Use comparative
strategies between their
culture and American
culture.
5. Formulate personal beliefs
that are relevant to the
new English language
environment.
6. Navigate everyday
situations in the English
language environment.
7. Prepare for uses of
English in their future
academic and
professional careers.
8. Engage with the
community through field
trips and service learning.
9. Investigate the services
and resources available
on campus.
10. Synthesize digital and
visual literacy skills into
English language
practices.
11. Value cultural, academic,
and civic literacy in the
English language
environment.
12. Plan effectively to
complete multipart
projects.
Assign roles within groups
Meet multi-step deadlines for
projects
10
Personal English Plan (PEP)
Create presentation of
comparative uses of literacy
in the English setting and
native setting
Video recorded cooking
presentation
Complete presentation
Complete worksheets and
scavenger hunts at each site.
Map the campus
Writing Course Overview
The ELC-B writing courses focus on familiarizing students with the conventions of American
academic writing. Pre-level students will work on sentence construction and paragraph
cohesion. Level one students shall work on paragraph development and essay building. Level
two students work on argumentative writing and integrating outside sources. The writing in the
level two courses prepare students for DEVL 0912 ENGLISH AS A SECOND LANGUAGE II (3
credits) and DEVL 0913 ENGLISH AS A SECOND LANGUAGE III (2 credits) offered by the
School. It is recommended that all students keep a journal every week. In assessing students’
writing assignments, instructors should use a combination of feedback strategies to help
students with their writing (written feedback, peer revision, conferences, writing tutors). It is
recommended that students write about four major papers during the semester, in additional to
a writing portfolio at the end of the semester.
Course Descriptions
ELCB 005
Developing Writing
This course develops fundamental writing skills. Students receive intensive practice writing
complete sentences and basic paragraphs. Grade only.
ELCB 015
Beginning Academic Reading and Writing
This course develops beginning writing skills. Students receive intensive practice writing
paragraphs and basic essays. Prerequisite: qualifying score on ELCB placement exam or
ELCB 015. Grade only.
ELCB 025
Intermediate Academic Reading and Writing
This course develops intermediate writing skills. Students receive intensive practice writing
essays and employing academic writing conventions. Prerequisite: qualifying score on ELCB
placement exam or ELCB 015. Grade only.
ELCB 035
Advanced Academic Reading and Writing
This course develops advanced writing skills. Students receive intensive practice refining their
ability to write essays and employ academic writing conventions. Prerequisite: qualifying score
on ELCB placement exam or ELCB 025. Grade only.
11
Writing Course
Objectives
In-Class Activities
Assessment
1. Write for a multitude of
purposes.
Journaling
2. Employ prewriting
techniques.
Create outlines, graphic
organizers, or brainstorming
lists
3. Apply revision strategies.
Provide common mistakes for
students to correct
Practice rewriting or
paraphrasing ideas and
selecting best language
4. Utilize writing feedback.
Meet with a tutor
Peer feedback
Writing workshops
Writing conferences
Sentence corrections
Include multiple drafts with
feedback in portfolio
5. Write strong sentences
with varied structures.
6. Distinguish the elements
of a strong paragraph.
7. Write in the different
modes (narrative,
argumentative,
informative).
8. Compose an essay
appropriate for a given
writing situation.
Identify good paragraphs and
discuss parts of these
Look for these elements in
student writing
Read different styles
Create outlines for different
styles
Journal
L1 – 3 day sequence
L2 – 2 day sequence
L23– 1 day sequence
Include pre-writing samples in
portfolio
Grade essays on sentence
variety (length, subordination,
compound…)
Provide explicit sentence
variety goals in essay
assignments
Have students highlight key
elements in their own writing
Brainstorm style difference
given different audiences and
assignment types
Narrative
Informative
Argumentative
*Research
Produce different styles:
emails, letters, prose,
academic
9. Plan the appropriate
structure for an essay
Create outlines or graphic
organizers
Include outlines or graphic
organizers in portfolio
10. Apply the conventions of a
formal documentation
system (MLA or APA).
Introduce students to good
MLA or APA writing
Build style points into writing
rubrics
11. Practice incorporating
direct quotes and in-text
citation.
Visit library, find sources
(online or hard copies) and
practice citing information
Build citation points into
writing rubrics
12. Compile writing samples
into a capstone project.
Writing Portfolio
PowerPoint Adaptation
Academic
12
Grammar Course Overview
Grammar courses employ a grammar textbook series. This series is chosen at the beginning
of the academic year. Instructors utilize these textbook books as much as possible in the
course, although the instructors may choose how they will sequence the units from the book
and how much of the textbook material they will utilize. It is recommended that instructors
administer regular grammar quizzes and a midterm and final exam in order to measure student
progress. Moreover, in order to provide students with an opportunity to utilize their grammar
knowledge in authentic situations, the courses often include a grammar analysis paper as an
additional course assessment.
Course Description
ELCB 007
English Language Mechanics
This course introduces the mechanics of the English language. Students develop their
grammar knowledge and ability to apply the concepts for communicative purposes. Grade
only.
ELCB 017
English Grammar I
This course covers beginning level grammar concepts. Students develop their grammar
knowledge and ability to apply the concepts for communicative purposes. Prerequisite:
qualifying score on ELCB placement exam or ELCB 007. Grade only.
ELCB 027
English Grammar II
This course covers intermediate level grammar concepts. Students develop their grammar
knowledge and ability to apply the concepts for communicative purposes. Prerequisite:
qualifying score on ELCB placement exam or ELCB 017. Grade only.
ELCB 037
English Grammar III
This course covers advanced level grammar concepts. Students develop their grammar
knowledge and ability to apply the concepts for communicative purposes. Prerequisite:
qualifying score on ELCB placement exam or ELCB 027. Grade only.
13
Grammar Course
Objectives
In-Class Activities
Assessment
1. Comprehend grammatical
terms and principles.
Grammar games
Textbook or workbook activities
Brainstorm examples & generate
lists in groups
2. Appraise grammatical terms
and principles in authentic
texts and situations.
Share different examples of how
terms are used
Keep a log of authentic
examples found for each
principle
3. Employ grammatical terms
and principles when
discussing grammar.
Teach rules and principles using
meta-language
Include meta-language in test
instructions
Define meta-language
4. Recognize grammatical
forms in reading and
listening situations.
Highlight uses of grammatical
principles in other texts (such as
reading class texts) or higher
level student’s writing samples
Keep a log of authentic
examples found for each
principle
5. Generate personalized
examples of grammatical
forms in speaking and writing
situations.
Brainstorm examples
Keep a log of personal examples
used in daily speaking and
writing
6. Analyze/revise grammatical
mistakes in student writing.
Start by analyzing and revising
manufactured errors and errors
in other students writing
Write a Grammar Analysis Paper
that describes and corrects
errors found in student writing
7. Demonstrate deep
understanding of
metalinguistic principles by
providing classmates with
examples of structure, use,
and application.
8. Enhance a student’s selfawareness of his/her
grammatical abilities.
Discuss principles in groups and
do group error correction
presentations
Paired micro-teaching
demonstrations (Students
demonstrate use of
metalinguistic principles and
create their own game or activity
for classmates to work on)
Meet with students individually
to discuss grammatical errors.
Require them to explain the
error.
9. Formulate personal tactics
for improving grammar and
identifying errors.
10. Synthesize old and new
methods for studying
grammar.
Share full examples of target
principles in class and gradually
remove key pieces of
information until the student
produces the full example
sentence
Set personal goals for areas of
improvement based on
diagnostic testing (placement
test)
Adapt textbook assignments to
make them harder/easier. Bring
in authentic uses of grammar in
text and audio samples
14
Periodically revisit the test
questions that students
performed poorly on
Create study groups who assign
each other weekly practice goals
Semester Schedule
The ELC-B offers a sixteen-week semester in the fall and spring and a six-week semester in
the summer. The semesters start and end dates are the same as those in the school.
Summer semesters start in early July:
Semester
Fall
Spring
Summer
Start
Late August
Mid-January
1st Monday of July
End
Early December
Early May
Mid-August
Class Schedule
ELC-B classes will be scheduled to fit the classroom space leased from the School. During the
fall and spring semesters, all ELC-B students take a total of 5 classes that meet for 4 hours
every week, either on MWF or TTh schedule. MWF classes last for 1 hour and 20 minutes.
TTh classes last for 2 hours.
A typical fall/spring semester schedule may take this form:
Monday, Wednesday, & Friday
Pre Level
9 – 10:20
10:30 – 11:50
1 – 2:50
10 – 11:50
1- 2:50
Level One
ELCB 005: Writing =
ELCB 015: Writing =
002149
002154
ELCB 003: Reading
ELCB 013: Reading =
=002147
002152
Monday & Wednesday
ELCB 001: Speaking =
ELCB 011: Speaking =
002146
002151
Tuesday & Thursday
ELCB 007: Grammar =
ELCB 017: Grammar=
002150
002155
ELCB 004: Int. Skills =
002148
ELCB 014: Int. Skills =
002153
Level Two
ELCB 025: Writing = 002160
ELCB 023: Reading =
002158
ELCB 021:Speaking =
002156
ELCB 027: Grammar =
002161
ELCB 024: Int. Skills =
002159
During the summer semester, ELC-B students take four classes that meet for 6 hours and 40
minutes per week, Monday through Friday. Summer classes last for 1 hour and 50 minutes
each.
A typical summer semester schedule may take this form:
Monday – Friday
8:30 – 9:50
ELCB 001: Speaking
ELCB 011-1: Speaking
ELCB 021: Speaking
10 – 11:20
ELCB 003: Reading
ELCB 013-1: Reading
ELCB 023: Reading
ELCB 005: Writing
ELCB 015-1: Writing
ELCB 025: Writing
ELCB 004: Int. Skills
ELCB 014-1: Int. Skills
ELCB 024: Int. Skills
1 – 2:20
2:30 – 3:50
15
Orientation
Prior to the first week of classes in the fall and spring
semesters, the ELC-B will hold a three day orientation to
provide students with opportunities to learn more about
the school and the surrounding community, to adjust to
American culture, and prepare for living on campus. This
orientation can and should be managed in collaboration
with the International office of the School.
During the summer semester, the ELC-B will hold a one
day orientation for students attending the six-week summer program.
Placement and Exit Exam
New entering students to the ELC-B are assigned to classes on the basis of the placement
exam results at the beginning of each semester. Returning students are placed on the basis of
their work in previous courses.
Before the semester ends, ELC-B students take an exit exam to measure their progress and to
help determine if the students will remain in the program for an additional semester or exit from
the program and matriculate into degree programs in the school.
Course Syllabi
Instructors are expected to submit a copy of their course syllabi before the first week of classes
to the program administrators for archiving. The syllabus for each ELC-B course will be made
available to students, as well as to the School upon request. Instructors review the syllabi with
students on the first day of the class, making sure that students understand the course
expectations.
See Attachment 1: Sample Syllabi
Student Responsibility Code
The ELC-B enforces a consistent student responsibility code that expects all students to
follow. These codes are:
You must honor your responsibility to improve your English language proficiency and
prepare yourself for the academic expectations of the college environment. In order to
be responsible for your learning, you should…
 Come to class on time and prepared every day,
16



Use English as much as possible both in and out of the class,
Complete all the course assignments to the best of your ability, and
Utilize all the resources that are available to you if you need help.
Class Participation: Strong student participation will make the class more interesting
and enjoyable. To be a strong participator, students must be prepared for class and pay
attention. Participate in class every day.
Tardiness: Please come to class on time. Tardiness is disrespectful to your
classmates and teachers. If you are more than 15 minutes late for class, you may be
marked as absent.
Laptops and Cell phone: Keep your laptops closed during class! When you may use
your laptops, your instructors will tell you to open them. Also, cell phones should be
turned off and stored away.
Instant and Text Messaging: Please do not text message in class. Such behavior is
irresponsible and rude. If you text message, you may be asked you to leave class.
Plagiarism: Plagiarism is submitting someone else’s work as your own. If you copy
answers from the Internet, copy homework from another student, having another person
complete your assignments, or submit fraudulent work, you are plagiarizing. Students
who plagiarize will receive an F for the assignment and possibly the course.
Use of Technology
All courses at ELC-B employ a D2L course page and utilize on-line sources including audio
and video instructional materials. Instructors use D2L as a resource for providing students
with electronic documents, submitting major assignments, and accessing their course grades.
ELC-B students must lease a laptop computer and bring it to class when required by the
instructor.
WSU and BSU instructional technology staff will meet to determine the best strategy for both
laptop rental and internet access. Both institutions have IT staff, technology requirements,
current access to D2L, and support staff in place on campuses.
Midterm Progress and Final Course Grades
At the end of the seventh week of classes, ELC-B instructors will provide students with
progress report and submit the mid-term grades to ELC-B office. The information will be
compiled and turned into an individualized midterm progress report for the students. The
students will receive this report at the beginning of the eighth week of the semester.
See Attachment 2: Sample Midterm Report and ELC-B Transcript Report
Final course grades are assigned on a letter basis and submitted to WSU Registrar’s.
Students can access their course grades on line. Course grades will be given only when
students:
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


have attended the requisite number of classes,
have submitted all assignments, and
have met all other course requirements.
3.
Details of the recruitment plan of the vendor to bring students into the Center for
later matriculation into the School.
WSU has the ability to add sites on two-year campuses within MnSCU that would serve to
bring students into the MnSCU system with an emphasis on matriculating into Winona State
University and/or its partner schools.
The proposed ELC-B is an unique extension of WSU’s English Language Center in that it will
offer students options for matriculation to either university individually, both universities in
articulated and collaborative programs or, as is the current reality, students may opt to
matriculate to other MnSCU or US institutions upon completion of their ELC-B course work and
testing. What is attractive about the proposed new Center is the ability of both institutions to
recognize the exit test results of the students and to offer approval of their scores for
admission. Currently, graduates from Winona State University’s ELC program results in
equivalent scores of 520 on the TOFEL test. BSU requires a score of 500. Thus both
institutions may admit successful graduates of the ELC-B program!
See Attachment 3 Folders from WSU-ELC and WSU International Services Office
4. Identification of the competent trainers to deliver the training identifies
ELC-B instructors must meet all of the following MINIMUM competency qualifications:
 Hold a Master’s degree in TESOL
 At least one year of teaching ESL experience
 A demonstrated record of excellence in teaching ESL courses in an accredited English
language center that serves international students with diverse cultural backgrounds
(one year as a graduate student working in an English language center equals one year
of experience)
The instructors must have knowledge in TESOL theories and pedagogy, excellent
communication skills, both in writing and speaking, skills in using technology such as D2L in
enhancing teaching and learning, and a knowledge of and interest in diverse cultures and
populations.
To view current instructors at the ELC—WSU
http://www.flickr.com//photos/76318907@N06/sets/72157629125913228/show/
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5. A process flow diagram that demonstrates how an individual would flow through
the intake and training process including the roles and responsibilities of all
collaborators.
Students are recruited specifically to enter ELC-B and are placed into one of three levels or
readiness. The discussion under number 2 above indicates the differences in levels of
readiness. Past that point, students continue through the program until they have knowledge
and skills to a high level need to pass the exit test to WSU requirements (TOFEL equivalent of
520, which is higher than BSU’s requirement of 500).
The diagram below graphically depicts the pathway students take as they enter and exit the
program.
ELC-B Pathway
Enter ELCB
Placement test
Level One
Level Three
Level Two
Combined
level 2 adn 3
Combined
Level 1 and 2
Metriculate
to
institution
Exit test
Roles and Responsibilities
The following provides an overview of the role and responsibilities of both institutions
involved with ELC-B.
WSU (ELC-B)
Recruit students
Recruit in collaboration
with BSU’s connections
to CIBT and regular
recruiting strategies
Student intake student IDs, Shared. Details of health
immunization requirements, and student campus ID’s
TB tests, etc.
to be finalized between
WSU and BSU.
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BSU
Recruit in collaboration
with WSU’s regular
recruiting strategies
Shared. Details of health
and student campus ID’s
to be finalized between
WSU and BSU.
Student intake (airport pick
up and assistance to
housing, meal plans, etc.)
Shared. ELC-B staff may
meet students at airport
and bring them to
residence halls.
Shared. School staff will
arrange housing, meal
plans, greeting students
at residence halls as they
arrive from the airport.
Access to internet,
facilities
WSU IT staff will work
with BSU IT staff
BSU IT and other
departments provide
Admission to ELC-B and
I20
ELC-B staff (WSU owns
the I-20 process)
ELC-B placement of
students, training,
advising
Exit testing (proficiency
test) and advising help
for matriculation
ELC-B staff
ELC-B staff
BSU staff
ELC-B instructors will make recommendations about whether or not to require those
recommended to matriculate to take BSU courses of DEVL 0912, English as a Second
Language II and/or DEVL 0913, English as a Second language III offered by the School.
ELC-B students matriculating however are not required by the School to participate in the
ESL assessment required of international students at the School. At the end of each
semester, such recommendations shall be submitted to the International office of the
School.
6. Identification of a student readiness evaluation that would be administered to the
individuals during the training process
Proficiency Tests
The proposed curriculum includes two English Language Proficiency tests, a placement test
and an exit test. The placement test is administered to all ELC-B new entering students, and
the exit tests to all students at the end of each semester. The scores are used to measure
students’ language growth during a semester and during the entire training process.
See Attachment 4: Sample proficiency tests
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Class Participation and Assignments
As English language learning is largely a mastery of a set of skills, the use of the language,
speaking, listening, reading and writing, through various means in and out of class becomes
the key to success. As such, the proposed curriculum employs the following means of
assessment:
1. Class participation—Instructors require that all students participate in class activities,
discussions, projects, group/pair work, etc.
2. Course assignments—Instructors require that all students complete class assignments
to the best of their ability and they are assessed by the quality of the assignments. In
every course, there are major assignments that challenge the students to demonstrate
their communicative abilities, for example speeches, debates, interviews,
demonstrations, papers, projects, or tasks. These assignments require students to
work alone, with a partner, or in small groups, in class or often out of class.
Quizzes, Tests, Mid-term and Final Exams
ELC-B instructors will use quizzes and test to measure a student’s retention of information or
material covered in the course. In all courses, there are regular quizzes, once every one or
two weeks, based on the topics studied. These are either scheduled quizzes or pop quizzes.
If a course emphasizes a large amount of formal language instruction (reading, writing, and
grammar), there are two to three tests over the course of the semester determine by the
instructors. All courses will require a midterm evaluation and a final exam in a form determined
by the instructor to best assess target skills.
Readiness to Matriculate
Recommendations to matriculate to the degree programs in the School are based on the
following readiness indicators:
1. Passing all ELC-B courses with at least the course grade of a C,
2. Obtaining exit recommendations from all instructors,
3. Participating in the ELC-B exit exam and score a combined total of 90 out of a total 175.
(ELC-B uses this indicator only when the first two does not yield a determination.)
Readiness assessment is detailed ELC-B course descriptions, objectives and assessment
under number 2 above.
Again please note: ELC-B instructors will make recommendations about whether or not to
require those recommended to matriculate to take BSU courses of DEVL 0912, English as a
Second Language II and/or DEVL 0913, English as a Second language III offered by the
School. ELC-B students matriculating however are not required by the School to participate in
the ESL assessment required of international students at the School. At the end of each
semester, such recommendations shall be submitted to the International office of the School.
The School will not require the students recommended to matriculate by the ELC-B to submit
TOFEL or IELTS scores to the school; the students recommended to matriculate by ELC-B
meet the English language requirement to be formally admitted to degree programs at the
school.
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7. Draft of communication/marketing collaterals and a plan for promoting the Center to
potential college age students.
WSU will work closely with BSU to “co-brand” the ELC-B on campus and in its promotional and
marketing materials. While SEVIS requires that admission to the ELC-B hinges on WSU’s
authority to issue the I20 visa, both institutions will approach marketing and recruitment of
students for their mutual benefit. We envision materials and recruiting efforts beyond a simple
display of both logos. If this proposal is accepted, both institutional Marketing and
Communication offices would coordinate efforts, as would both offices for international student
services.
Since these materials will involve both universities logo, wordmark, and other institutional
property; we will defer the development of materials and promotional until such time that our
respective Marketing and Communications offices can meet and agree on a co-branded
approach.
Please refer to Attachment 3 Folders from WSU-ELC and WSU International Services
Office to gain some sense of our current marketing materials.
8. A specific document that describes the facility requirements for successful training
offerings
Successful training offering will require the following facility provided by the School:
o The designated classroom space leased from the school
 Center classroom seating 47 students
 A small conference room seating for 12 students
 An office for two staff or to be used as an additional classroom
 A lounge area for students that includes two-way audio/video internet
compatible equipment or to be used as an additional classroom
o One copy/print machine (ELC-B will purchase if needed)
o Two desktop computers (ELC-B will purchase if needed)
o Wireless internet access for students and instructors
o Opportunity to negotiate for additional space if needed
9. A spreadsheet document that provides a preliminary financial model for the training
delivery plan that includes anticipated revenue and expenses.
Attachment 5 illustrates start up expectations for the Center with realistic plans for revenue
loss in its initial stages. Attachment 5 includes the financial breakout for:




12 students per each semester (and fewer in summer)
15 students showing a positive return
30 students per semester
40 to 45 per semester as a maximum.
Given the close margins, WSU would make every effort to surpass the initial expectations for
ELC-B and plan to recruit at least 15 or more students into the first group.
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See Attachment 5 Start –Up Expectations, 5A and 5B Future Scenarios
Summary of Proposal:
1. We have read and understood the information contained in General Information parts 1
through 1.19.
2. We have read and understood the Vendor Requirements and have responded in detail
to the nine deliverables
3. We have read and understood the Response Evaluation section.
4. We have read and understood the Additional RFP Response and Contract
Requirements and will be prepared to finalize a contract as illustrated in Exhibit D. we
have signed Exhibits A, B, and C and include them in our proposal. We, as another
MnSCU institution, meet the requirements as stated.
5. We have responded as stipulated to the RFP Responses.
Thank you for the opportunity to respond to your RFP to provide an Intensive
English Language Center and Curriculum for International Students.
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