SFASU
English Language Institute
Student Handbook Summer 2014
Stephen F. Austin State University
Of fi ce of Int er n ati on al Pr ogr ams
P.O. Box 6152, SF A Sta ti on· Nacogdoches, TX 75962 -6152
Phone (936) 468-6631· Fax (936) 468-7215
ENGLISH LANGUAGE INSTITUTE
STUDENT HANDBOOK
SUMMER 2014
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SFASU
English Language Institute
Student Handbook Summer 2014
Table of Contents
I.
PROGRAM DESCRIPTION ............................................................................................... 4
A.
Mission Statement ........................................................................................................................... 4
B.
General Approach to ELI .................................................................................................................. 4
C.
Program Structure & Components .................................................................................................. 4
D.
Staff ................................................................................................................................................... 5
E.
Student Population & Class Composition........................................................................................ 5
F.
Student Academic Placement, Progression, and Graduation ......................................................... 5
1)
Initial Student Placement............................................................................................................. 5
2)
Student Scores .............................................................................................................................. 6
3)
Level Progression.......................................................................................................................... 6
4)
Level Repetition............................................................................................................................ 7
5)
Graduation from Program............................................................................................................ 7
G.
Procedures for Special Circumstances ............................................................................................. 7
1)
Beginning of Semester ................................................................................................................. 7
2)
Midterm ........................................................................................................................................ 8
3)
End of Semester............................................................................................................................ 8
4)
Student Complaints and Appeals................................................................................................. 8
H.
Social and Recreational Activities .................................................................................................. 10
I.
Late Admission to the Program ..................................................................................................... 10
II.
CURRICULUM ............................................................................................................... 11
A.
Course Goals, Objectives, and Student Learning Outcomes ......................................................... 11
B.
Proficiency Scale ............................................................................................................................. 11
C. Lab I: Conversation Partners Goals, Objectives, Student Learning Outcomes, Program
Description. and Student FAQs .............................................................................................................. 22
D.
Lab II: DynEd Program Goals, Objectives, Student Learning Outcomes, and Description .......... 27
E.
Friday Labs ...................................................................................................................................... 31
III.
ELI CLASS POLICIES AND PROCEDURES ............................................................ 32
A.
Attendance and Academic Progress .............................................................................................. 32
1.
Attendance Policies .................................................................................................................... 32
2.
Class Cancellations ..................................................................................................................... 33
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Student Handbook Summer 2014
3.
Classroom Visitors ...................................................................................................................... 33
4.
Teacher Absence ........................................................................................................................ 33
B.
C.
English Language Institute
General Classroom Expectations ................................................................................................... 34
1.
“Not ready for class” Penalty ..................................................................................................... 34
2.
Cell Phones ................................................................................................................................. 34
3.
Academic Honesty ...................................................................................................................... 34
Individual Class Expectations and Grades ..................................................................................... 34
SFA POLICIES ................................................................................................................ 35
A.
Housing ........................................................................................................................................... 35
B.
Activities ......................................................................................................................................... 35
C.
Student Code of Conduct ............................................................................................................... 35
V.
FORMS ............................................................................................................................. 37
A.
Student Level Change Request ...................................................................................................... 37
B.
Complaint Form .............................................................................................................................. 40
C.
ELI Student Contract ....................................................................................................................... 41
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SFASU
I.
English Language Institute
Student Handbook Summer 2014
PROGRAM DESCRIPTION
A. Mission Statement
The mission of the English Language Institute (ELI) is to provide non-credit intensive instruction
in academic English as a Second Language to international students who want to pursue
undergraduate and graduate degrees at Stephen F. Austin State University and to other nonnative speakers who desire to improve their English for personal or professional reasons. To
achieve this mission ELI offers students curriculum and activities necessary to succeed in an
American university, supportive student services, and quality instruction and program
administration.
B. General Approach to ELI
Because the program is designed to prepare our students for admission to SFA, it primarily uses
the English for Academic Purposes (EAP) approach to teaching. The two subcategories of this
approach which are applied are the Study Skills Approach and the General Purpose EAP
Approach.
C. Program Structure & Components
The program runs three 13 to 14-week semesters with students placed into one of four possible
levels. Four academic classes are taught at each level. Academic classes meet every other day,
Monday through Thursday, for 1 hour 45 minutes each. All students also participate in three lab
programs, Conversation Partners and Dyn-Ed. (Refer to the Curriculum section of this handbook
for more detailed information on classes and labs.) Additionally, students attend an ELI field
trip or social activity approximately once a month.
Weekly Schedule
Level 1
Reading
Listening/Speaking
Grammar A/Writing
Grammar B/Writing
210 minutes
210 minutes
210 minutes
210 minutes
Levels 2, 3 and 4
Reading
Writing
Listening/Speaking
Grammar
Friday Labs
210 minutes
210 minutes
210 minutes
210 minutes
120 minutes
Language Lab
120 minutes
Conversation Partners 180 minutes
Friday Labs
120 minutes
Language Lab
120 minutes
Conversation Partners 180 minutes
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NOTE: At mid-semester, Level 4 students observe actual university classes. They listen to
lectures, take notes, and report to the teacher concerning the observation.
D. Staff
ELI operates under the auspices of SFA’s Office of International Programs, which is headed by
Heather Catton, OIP Director. Full-time ELI instructors include Ricci Atherton, ELI
Coordinator, and Oresta Felts and Elaine Lambright, International Program Coordinators. Ms.
Atherton coordinates the Dyn-Ed lab program as well as most aspects of the ELI program. Ms.
Lambright coordinates the Conversation Partners program and serves as the Part-Time Teacher
Support Person. Ms. Felts is in charge of OIP’s Global Gateways presentations and the
International Friendship Program. Part-time teachers are hired as needed from experienced
English Department adjunct instructors. ELI also is supported by the efforts of Ken Felts,
International Admissions Counselor, and Alison Reed, OIP Administrative Assistant.
E. Student Population & Class Composition
Our student population consists of a variety of nationalities, ages, educational backgrounds,
interests, and levels of English proficiency. Because we are a small program, the makeup of the
student body may change widely from one semester to the next. The one common denominator
is that most students in the program wish to increase their English proficiency so that they can
pursue an undergraduate or graduate degree from an American university.
Classes are grouped heterogeneously. Every effort is made to maintain balance in each class
with regard to test scores, nationality, and gender. When there are several sections in one level,
there is no high, average, or low section. Each section or class will have a mixture of students in
the high, medium and low range of the level.
F. Student Academic Placement, Progression, and Graduation
1) Initial Student Placement
When students enter the program, they are given three placement tests: (1) the Cambridge
Michigan Assessment Test or CaMLA (a multiple choice exam that tests a student’s listening
comprehension, grammar mastery, reading comprehension, and vocabulary), (2) the ELI Oral
Interview (administered by two instructors, one asking questions and the other scoring for
content and overall fluency), and (3) the ELI Writing Sample (graded by two instructors
independently according to a grading guide that evaluates grammar, vocabulary, organization,
content, and mechanics).
The CaMLA counts 50%, and the Oral Interview and the Writing Sample each count 25%
toward the placement score. That score is used as a guide for initial placement.
Final decisions concerning placement are made by teachers of each level in cooperation with the
ELI Coordinator. The ranges of the CaMLA scores at each level are:
13 - 14 Week Program
Level 1 (Lower Beginning) = 0 through 30
Level 2 (Upper Beginning) = 31 through 45
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Level 3 (Intermediate) = 46 through 59
Level 4 (Advanced) = 60 through 74
ELI’s placement testing is valid and reliable because it is based on two well-researched
assessment instruments and has been normed for our program. CaMLA correlates its test scores
to the Common European Framework of Reference. The Oral Proficiency and Writing
Proficiency tests are based on the TOEFL materials which have been proven valid and reliable
by Educational Testing Service. ELI combines these tests in order to assess the full spectrum of
English ability in our incoming students to get as balanced and complete an assessment of their
strengths and needs as possible. The program’s level cutoff scores reflect this multi-faceted
approach and the fact that SFA’s program offers four levels of instruction. The cutoff scores
were adjusted (raised slightly) after their initial application in the program to better reflect the
abilities of SFA’s ELI student population and the realities of preparation for university study at
SFA.
2) Student Scores
It is not ELI policy to post student scores. Teachers may see scores any time they feel the need
to check on a student’s placement. It is policy, however, to keep student scores confidential.
3) Level Progression
The following criteria are in place for successful completion of an ELI level. At the end of the
semester, students normally progress one level. Occasionally, exceptional students progress two
levels. Those students who have not gained the necessary proficiency may repeat a level.
Level 1
 At least a B- average (80%) in course work, DynEd lab, Conversation Partners, and
Friday Labs
 Completed assignments
 Completed final exams
 Class attendance in compliance with ELI rules
Level 2
 At least a B- average (80%) in course work, DynEd lab, Conversation Partners, and
Friday Labs.
 Completed assignments
 Completed final exams
 Class attendance in compliance with ELI rules
Level 3
 At least a B- average (80%) in course work, DynEd lab, Conversation Partners, and
Friday Labs.
 Completed assignments
 Completed final exams
 Class attendance in compliance with ELI rules
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Level 4
 At least a B- average (80%) in course work, DynEd lab, Conversation Partners, Friday
Labs, and university class notes.
 Completed assignments
 Completed research paper (or alternative project)
 Completed final exams
 Class attendance in compliance with ELI rules
The student’s ELI semester grade is determined by final class scores, lab assessments (DynEd,
Conversation Partners, and Friday Labs), and teacher evaluation of the student’s success in
meeting each course’s student learning outcomes. These scores create an average which is used
as a guide for placement and level progression. The Proficiency Scale located in this handbook
gives an overview of the student learning outcomes at each level of study.
NOTE: The final overall class evaluation will be determined in the following manner:
 Class Grades = 88% (22% for each class)
 DynEd + Conversation Partners + Friday Labs = 12%
If the grade is border-line, teacher recommendation becomes a very important aspect of the final
level determination.
4) Level Repetition
Students facing a second repeat of the same level (third consecutive semester in the same level)
are advised of the seriousness of this situation. Students in this situation are given a letter at the
final evaluation conference. This letter advises the student of the options available and
encourages the student to meet with the International Admissions Counselor to discuss these
options.
5) Graduation from Program
Before graduating from ELI, students are led through the necessary steps to begin registration as
Stephen F. Austin. Students apply for an OIP scholarship, if eligible, take the necessary TSI
testing, get registration holds removed, get advised by departments of their majors, and are
counseled by the ELI Coordinator about course selection for their first semester as SFA students.
G. Procedures for Special Circumstances
1) Beginning of Semester
All new students should attend the Office of International Programs orientation before the
semester begins to get basic information about the campus, services, and the university. If
students need to take English Proficiency / ELI Placement testing, they should do so during the
OIP orientation so that they can be enrolled in the appropriate levels of ELI or university study.
Students also obtain their student IDs during this time and receive help with any other practical
matters such as opening bank accounts, etc.
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On the first day of the semester, those students who have been placed into ELI attend an
additional orientation for the ELI program in which they go over policies and requirements, learn
about their classes, labs, teachers, and classroom locations, and receive their schedules. ELI
students begin attending classes according to their individual schedules on the second day of the
semester.
2) Midterm
All students have individual midterm conferences with their Level Teachers. At these
conferences, students receive a Midterm Grade Report (See Forms and Addenda section)
detailing total hours of absence, current averages for each class, and current lab averages. The
Level Teachers also discuss teacher comments about the students’ overall progress and review
the Proficiency Scale (See Forms and Addenda Section) with students so that they may see how
they are progressing in terms of meeting the Student Learning Outcomes for their levels. If a
student has accumulated 22 or more hours of total absences and has not already received a
Notification of 22 Hours’ Absence Form, he or she should receive one at this time. Any student
who is at risk of having to repeat a level is given an Academic Deficiency Notice (See Forms and
Addenda section) so that he or she will have the time to correct this deficiency with hard work
before the end of the semester. His or her Level Teacher will also discuss strategies for
improvement. Copies of a student’s midterm evaluation are given to the ELI Coordinator.
3) End of Semester
Shortly after the final class day in the semester, students meet with their Level Teachers for Final
Evaluation Meetings. They receive Final Evaluation Forms detailing total hours of absence,
final averages for each class, final lab averages, and final semester averages. The Level
Teachers also discuss teacher comments about the students’ overall progress and review the
Proficiency Scale with students so that they may see how they have progressed in terms of
meeting the Student Learning Outcomes for their levels. Level Teachers also check on students’
future plans. Copies of the Final Evaluation Forms and notes on student plans are given to the
ELI Coordinator.
The final Graduation/Level Progression Ceremony takes place shortly after the final conferences.
At the ceremony, students receive certificates for program participation, level progression, or
program graduation and recognition for individual achievement.
4) Student Complaints and Appeals
Student Complaints
To make a complaint, students are advised to take the following steps:
Step One: Make an Informal Complaint
 Talk with their teacher(s)
 Talk with the ELI Coordinator (LAN 409)
If the problem is still not solved, students should do the following:
Step Two: Make a Formal Complaint
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
English Language Institute
Student Handbook
Fill out a Statement of Complaint (the form is located at the back of this handbook and in
the Student Handbook)
Submit form to OIP Director
Student Appeals
Appeal of Initial Level Placement: During the first 4 days of class (while all teachers are
checking each class list to verify student placement) any student may request a level change. A
student requesting a level change should submit the Student Level Change Request form (See
Forms and Addenda section) to his Level Teacher. If the Level Teacher believes the target
student is in an inappropriate level, he or she will submit a request in writing to the other
teachers for a meeting at the end of week one to discuss the request. If a consensus is not
reached, the final decision will be made by the current Level Teacher and the ELI Coordinator.
Appeal of a Class Grade: In order to formally appeal a class grade, a student must first verbally
appeal to his or her instructor. If the dispute is not resolved, the student may appeal in writing,
stating the specific issues, to his or her Level Teacher. This written appeal along with the
student’s final evaluation sheet should be placed in the front of the student’s class folder* and
submitted to the Level Teacher at least two days before graduation day.
*At the beginning of the semester, all students should purchase a folder; they are instructed in
the course syllabi to keep this folder with at least two samples of in-class writing samples, notes,
returned papers, or other work completed in level classes during the semester. Additionally, they
are informed that the Level Teacher collects the folder on the day of the final exam and returns it
during the final evaluation meeting. If students do not submit a folder during final exams, their
requests are not considered.
After carefully considering the class folder and obtaining the test records from the class teacher,
the Level Teacher will inform the student and all persons involved in the appeal process of the
final recommendation by 5:00 PM the day before graduation; all decisions are final.
Appeal of a level progression or repetition decision: In order to appeal a final level
determination at the end of the semester, the student may submit a Student Level Change
Request form to his level teacher on the day he or she receives final evaluation. If a student has
submitted his or her required class folder on the day of finals, the teacher places the official
request along with a copy of the final evaluation form in the front of that student’s folder and
requests a meeting of the student’s instructors for the following morning. If the student failed to
hand in a class folder on the day of final exams, his or her request is not considered. If a
consensus is not reached at the meeting, the final decision is made by the ELI Coordinator and
the Director of OIP. Any decision made is final and is conveyed to the target student the day
following the request by 5:00 PM by email.
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H. Social and Recreational Activities
ELI students have access to all on campus and off campus activities offered to Stephen F. Austin
State University students, including those organized by the Office of International Programs.
ELI organizes special monthly field trips, often considering student input, that help students
learn about American culture. Usually all full time instructors accompany students on these
trips, but part time faculty are welcome to join them. Health and safety procedures are discussed
with students before the trips and students fill out waiver forms (Liability Hold Harmless
Agreement in Forms Section).
I. Late Admission to the Program
Arriving after the semester has begun is strongly discouraged; however, late admission to the
program is occasionally unavoidable. Students who arrive within the first two weeks of the
semester will be placed into newly-created or existing classes depending on their placement test
scores and on the availability of classroom space and instructional staff. They will receive a
student handbook, ELI calendar, and syllabi for each class but will not be given an extensive
orientation to the program.
Students who are admitted late should realize that their chances for success in the program are
diminished due to the instruction and practice that they have missed. Students will not be
accepted into the program after the second week of classes.
Late students’ class and lab grades begin upon their arrival; there is no grade penalty applied for
missed activities.
Attendance records also begin upon students’ arrival; however, instructional time missed after
the first week of classes does count toward the 22-hour absence total that results in academic
probation and the 44-hour absence total that results in dismissal from the ELI program.
Students who enter the program late do not pay a reduced fee for the semester.
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English Language Institute
II.
Student Handbook
Summer 2014
CURRICULUM
The English Language Institute is dedicated to excellence in training students in oral and written
English communication for academic purposes. The curriculum carefully integrates the students’
entire course of study. The basic language skills of reading, writing, speaking and listening are
incorporated into an integrated syllabus for each of the four levels in the program. Because
acquiring a language involves more than simply mastering a set of linguistic skills, cross-cultural
communication is an essential part of the curriculum.
The beginning level concentrates on communicative and basic academic skills. The intermediate
levels focus on a solid review of English grammar and the techniques of successful academic
reading and writing at the university level. Through training in academic skills, advanced level
students develop an ability for critical thinking, abstraction, and oral and written self-expression
that will prepare them for entrance into American colleges and universities. At mid-semester,
Level 4 students observe actual university classes. They listen to lectures, take notes, and report
to the ELI level teacher concerning the observation.
A. Course Goals, Objectives, and Student Learning Outcomes
B. Proficiency Scale
SFASU
English Language Institute
Student Handbook
Summer 2014
GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES FOR ACADEMIC CLASSES
READING
Level 1
Reading
Goals
Establish students’ reading
skills, introduce academic
reading strategies, and
begin teaching academic
vocabulary in order to give
students a basic reading
ability.
Level 2
Reading
Reinforce students’ basic
reading skills, teach new
academic reading skills and
strategies, and introduce
vocabulary from the
Academic Word List in
order to prepare students
for the more intense
academic content of Level 3
ELI.
Objectives
 Introduce and provide practice with reading basic
academic texts and finding main ideas, details, and
examples.
 Introduce and provide practice with understanding
pronoun reference.
 Introduce and provide practice with strategies of
identifying cause and effect, signals for time, steps in a
sequence, contrast, and comparison.
 Introduce and provide practice with understanding text
organization.
 Introduce and provide practice with using a dictionary.
 Introduce and provide practice with identifying parts of
speech and understanding parts of words
(prefixes/suffixes).
 Introduce and provide practice with strategies to find
meanings of new words in context.
 Provide practice for targeted vocabulary.
 Use Audio-Visual resources to reinforce the acquired
skills.
 Provide review and practice finding main ideas,
supporting and specific details such as examples,
definitions, and time and sequence words in simple
academic texts.
 Provide review and practice with recognizing a reading
structure.
 Provide review and practice with identifying parts of
speech and word families.
 Provide practice with distinguishing facts from opinions.
 Provide practice with making inferences.
 Provide practice with writing paragraphs on academic
topics covered in class.
 Provide practice with targeted vocabulary.
 Use Audio-Visual resources to reinforce the acquired
skills.
Student Learning Outcomes
By the end of a semester, students will be able to do the
following using a basic academic reading passage with
80% accuracy:
 Find main ideas, details, and examples by answering
multiple choice, T/F, or short answer questions.
 Choose correct pronoun reference by answering
multiple choice, T/F, or short answer questions.
 Identify cause and effect, signals for time, steps in a
sequence, contrast, and comparison by answering
multiple choice, T/F, or short answer questions.
 Identify text organization by answering multiple choice,
T/F, or short answer questions.
 Identify parts of speech and parts of words (prefixes and
suffixes) by answering multiple choice, T/F, or short
answer questions.
 Find meanings of new words from context by answering
multiple choice, T/F, or short answer questions.
 Complete sentences, match words to definitions, etc. for
targeted vocabulary.
By the end of a semester, students will be able to do the
following using a simple academic reading passage with
80% accuracy:
 Find main ideas, details, and specific information such as
examples, definitions, time and sequence words, etc. by
answering objective questions.
 Identify a reading structure by answering objective
questions.
 Identify parts of speech and word families by answering
objective questions.
 Distinguish facts from opinions by answering objective
questions.
 Make inferences by answering objective questions.
 Write paragraphs on academic topics covered in class.
 Complete sentences, match words to definitions, etc. for
targeted vocabulary from the Academic Word List.
SFASU
Level 3
Reading
Level 4
Reading
Goals
Improve students’
academic reading skills and
strategies and increase
students’ command of the
Academic Words List in
order to prepare them for a
higher level of difficulty and
academic content in Level 4
ELI.
Enable students to
understand, analyze, and
respond to academic texts
from a variety of disciplines.
Help students to recognize,
understand, and use words
from the Academic Word
List.
English Language Institute
Objectives
Student Handbook
 Provide a variety of simplified academic texts of
academic content.
 Review and practice finding main ideas and specific
details to outline and summarize information in texts.
 Provide practice for making inferences.
 Provide review and practice of strategies for organizing
information.
 Introduce and provide practice outlining and
summarizing.
 Introduce and provide practice with understanding
sequence and process.
 Provide a variety of modes to practice targeted
vocabulary.
 Use audio, video, and student resources to reinforce
the acquired skills.
 Introduce students to high interest, visually attractive,
level appropriate, and self-chosen texts.
 Provide high-interest texts from a variety of academic
content areas such as psychology, engineering, the arts,
computer science, and biology.
 Introduce, practice, and review reading skills relevant
to the academic classroom such as finding main ideas
and details, drawing inferences, working with graphs
and tables, annotating texts, recognizing context clues,
summarizing and responding to ideas, and considering
audience and purpose.
 Provide a variety of modes of practice for systematic
acquisition of the targeted words from the Academic
Word List.
 Introduce literary or popular texts to supplement
textbook selections.
 Provide multi-modal activities based on readings such
as readers’ theater, class discussions, debates, oral
reports, visual representations, etc.
Student Learning Outcomes
By the end of a semester, students will be able to do
the following with a simplified academic text with 80%
accuracy:
 Apply reading skills taught in Level 2 by answering
objective questions.
 Find main ideas and specific details by answering
objective questions.
 Make inferences by answering objective questions.
 Identify sequence and process by answering objective
questions.
 Write a summary.
• Write paragraphs on academic topics covered in class.
 Complete sentences, match words to definitions, fill
in the blanks etc. for targeted vocabulary from the
Academic Word List.
 Give oral reports on a self-chosen book.
By the end of a semester, students will be able to do
the following with an academic text with 80% accuracy:
 Read academic texts and answer objective questions
to prove competence in recognizing main and
supporting ideas, recognizing organization, inferring
facts and ideas, and utilizing graphs, tables, etc. to gain
information.
 Scan academic passages to locate specific
information.
 Summarize academic passages orally and in writing.
 Analyze written passages for technique, audience,
and purpose.
 Complete sentences, match words to definitions, fill
in the blanks, and produce original sentences correctly
for targeted vocabulary from the Academic Word List.
 Respond orally and in writing to written passages and
their ideas.
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Level 1
Grammar/Writing 1A
WRITING
Level 2
Writing
Goals
Teach students the basics
of a simple sentence to
prepare them for
connecting sentences
into paragraphs in Level 2
ELI.
Help students apply the
steps of the writing
process in order to
produce several types of
structurally correct
academic paragraphs.
Teach or reinforce
relevant skills in
grammar, sentence
structure, vocabulary,
punctuation, and
capitalization necessary
for the production of
academic paragraphs.
English Language Institute
Objectives
Student Handbook
Student Learning Outcomes
 Introduce and provide practice with basic elements
of capitalization.
 Introduce and provide practice with basic elements
of punctuation.
 Introduce and provide practice with word order in a
simple sentence.
 Introduce and provide practice with parts of speech
(subject, verb, and object) in a simple sentence.
 Introduce compound and complex sentences.
 Introduce and provide practice with basic English
grammar. (See Grammar Level 1)
 Provide review and practice in writing complete and
effective sentences.
 Provide instruction and guided practice in identifying,
understanding, and applying the steps of the writing
process and learning specific techniques for each step.
 Provide guided practice and scaffolding in identifying,
defining, and applying the typical parts of a paragraph.
 Provide instruction in and feedback on a variety of
types of paragraphs.
 Provide instruction in, practice on, and feedback on
paragraphs written in collaborative, timed, and multidraft out-of-class situations.
 Provide instruction and practice, both objective and
applied, with grammar concepts, word choice,
punctuation rules, etc. that relate to specific writing
situations.
 Introduce the concepts of clarity, unity,
development, coherence, audience, purpose, and
avoiding plagiarism.
By the end of a semester, students will be able to do the
following with 80% accuracy:
 Identify and apply correct capitalization, punctuation, and
word order by answering objective questions.
 Write a complete sentence that has a subject, verb, and
object.
 Identify and apply basic grammar constructions by
answering objective questions. (See Grammar Level 1)
By the end of a semester, students will be able to do the
following with 80% accuracy:
• Identify and compose effective simple, compound, and
complex sentences in sentence combination exercises and in
original paragraphs.
 Identify, define, and apply the steps of the writing process
and specific techniques for each.
• Identify, define, evaluate, correct, and compose topic
sentences, supporting sentences, and concluding sentences
and combine them into correctly structured original
paragraphs.
• Write at least one effective example of the following types
of paragraphs: narrative, descriptive, process analysis,
definition, and opinion.
• Write at least one paragraph produced in the following
situations: collaboratively, timed, and multi-draft out-ofclass.
• Identify and correct sentence fragments, fused sentences,
and comma splices as well as errors in grammar,
capitalization, word choice, and punctuation in objective test
questions, written passages, and their own writing.
• Define the terms clarity, unity, development, and
coherence; evaluate paragraphs for those qualities; and apply
techniques for achieving them in their own writing.
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Level 3
Writing
Level 4
Writing
Goals
Help students apply the
writing process in order
to produce and analyze
multi-paragraph
academic essays that
exhibit clarity, unity,
development, and
coherence.
Guide students to
produce papers which
meet university
expectations in terms of
format, formality,
grammatical correctness,
and avoidance of
plagiarism.
Lead students in the
creation of their first
American research paper
as required by SFA
professors as culmination
of academic writing
English Language Institute
Objectives
Student Handbook
Student Learning Outcomes
• Review and reinforce understanding of the sentence as the
basic unit of expression.
• Review and provide practice in the steps of the writing
process in order to generate, develop, organize, and express
ideas in paragraph and essay format.
• Review basic academic paragraph structure and types of
paragraphs and introduce and provide practice on academic
essay structure.
• Guide students through the analysis and creation of several
types of academic paragraphs and essays produced in a
variety of writing situations.
• Reinforce relevant skills in grammar, sentence structure,
vocabulary, punctuation, and capitalization necessary for the
production of an academic essay and provide practice in
locating and correcting errors in their own and others’
writing.
• Introduce and practice MLA format, basic documentation,
and expectations of formality in academic writing; reinforce
skills for achieving clarity, unity, development, and
coherence.
 Reinforce essay writing skills taught in level 3.
 Provide practice writing thesis and topic sentences, framing
sentences, and connecting introductions and conclusions to
create cohesion in a paper of 1000 or more words.
 Introduce and provide practice with techniques for
paraphrasing.
 Read academic articles concerning a central theme chosen by
the teacher.
 Provide practice writing summary/responses to academic
articles.
 Introduce and provide practice with APA documentation and
format.
 Provide practice writing a detailed outline and multiple rough
drafts for a final argument research paper.
 Prepare students for the writing portion of the TSI test given
to determine whether students must take remedial courses.
 Introduce the concept of writing conferences.
By the end of a semester, students will be able to do the following
with 80% accuracy:
• Identify and compose effective simple, compound, and complex
sentences in sentence combination exercises and in original writing.
 Identify, define, and apply the steps of the writing process and
specific techniques for each to paragraphs and essays.
• Write a variety of types of correctly structured academic
paragraphs.
• Identify, define, evaluate, correct, and compose the parts of an
academic essay.
• Identify and correct sentence fragments, fused sentences, and
comma splices as well as errors in grammar, capitalization, word
choice, and punctuation in objective test questions, written
passages, and their own writing.
• Write at least one essay produced in each of the following
situations: collaboratively, timed, and multi-draft out-of-class, using
MLA format for out-of-class essays and documentation where
needed.
• Write an effective example of at least three of the following types
of academic essays: descriptive, compare and contrast,
classification, and opinion, achieving clarity, unity, development,
and coherence in each.
In the final assessment, students will achieve the following with
80% accuracy:
 Apply the basics of essay writing skills to writing a research paper.
 Paraphrase excerpts from academic articles chosen by the
teacher.
 Write summary/response essays on these articles.
 Summarize several academic articles.
 Annotate focused readings, create a rough outline, write a thesis
statement, and create topic sentences.
 Complete a detailed outline including all proposed evidence.
 Write multiple drafts of an argument research paper with proper
documentation and references.
 Write timed in-class essays in a computer lab in anticipation of the
TSI test.
 Meet with a teacher one-on-one at least once for a writing
conference.
15
SFASU
Level 2
Listening and Speaking
Level 1
Listening and Speaking
LISTENING
SPEAKING
Goals
English Language Institute
Objectives
Introduce and/or
strengthen students’
basic skills in listening,
speaking, vocabulary
acquisition, applied
language, and critical
thinking in common
situations to prepare
them for the
increasingly academic
content of Level 2 ELI.
 Provide students with materials and practice to
listen for main ideas, specific information, and
context clues.
 Provide students with materials and practice to
listen and speak in common practical, social, work,
and academic situations.
 Introduce students to words, expressions, and
idioms necessary for communicating in common
practical, social, job, and academic situations.
 Introduce and provide practice with pronunciation
and intonation models.
 Introduce and provide practice in critical thinking
skills essential for finding and processing basic
information logically in a variety of situations.
Improve students’
skills in listening
comprehension, notetaking, oral
presentations, and
academic discussions
in a variety of
academic disciplines
based on simple
lectures, topics, and
readings.
 Screen videos of simple university lectures
multiple times in order to target recognition of
lecture language, message, and details.
 Present strategies for note-taking and provide
practice taking notes over taped university
lectures.
 Screen before and after videos of student
presentations to demonstrate the effectiveness
of targeted presentation strategies.
 Introduce and provide practice in using the
language and skills necessary for active
participation in academic discussions.
 Assign and guide students through the
preparation of formal oral presentations lasting
up to three minutes.
Student Handbook
Student Learning Outcomes
By the end of a semester, students will be able to do the following
with 80% accuracy:
 Listen for main ideas and specific information and use context clues
in social, work, and academic situations by answering objective
questions over taped conversations and lectures.
 Request, understand, and give basic information such as directions,
reasons, invitations, complaints, and advice by participating in class
discussion and completing sentences.
 Apply basic language skills for social interactions by participating in
class discussions, role-plays, and answering objective questions.
 Apply words, terms, and idioms on a variety of topics by matching
words to definitions or situations and completing sentences.
 Identify and apply stress and reductions in words and sentences in
class discussion.
 Apply critical thinking skills by answering objective questions,
completing worksheets, and participating in class activities.
By the end of a semester, students will be able to do the following
with 80% accuracy:
 Take notes while listening to a university lecture excerpt,
applying targeted note taking strategies.
 Identify the general message, strategies, and details of
videotaped excerpts of university lectures by answering objective
questions.
 Apply targeted presentation skills through formal oral
presentations before a small group.
 Apply targeted academic discussion strategies through
participation in whole-class discussions.
 Correctly use targeted vocabulary words and collocations by
completing sentences or through applied practice.
16
Level 4
Listening and Speaking
Level 3
Listening and Speaking
SFASU
Goals
Improve students’
skills in listening
comprehension, notetaking, oral
presentations, and
academic discussions
in a variety of
academic disciplines
based on simplified
academic lectures,
topics, and readings.
Improve students’
listening
comprehension, notetaking abilities,
presentation skills,
and academic
discussion strategies
in order to enable
them to succeed at
the university level.
English Language Institute
Objectives
Student Handbook
Student Learning Outcomes
 Screen videos of simplified university lectures multiple times
in order to target recognition of lecture language, general
message, main idea and specific details.
 Present strategies for note-taking and provide practice taking
notes over taped university lectures.
 Screen before and after videos of student presentations to
demonstrate the effectiveness of targeted presentation
strategies.
 Assign and guide students through the preparation of formal
oral presentations lasting up to five minutes.
 Introduce and provide practice in using power-point
presentations.
 Introduce and provide practice in using the language and skills
necessary for active participation in academic discussions.
 Screen videos of university lectures and provide practice
recognizing lecture language, general message, main ideas
and specific details.
 Provide practice of note-taking strategies in class and at
university lectures.
 Screen before and after videos of student presentations to
demonstrate the effectiveness of targeted presentation
strategies.
 Assign and guide students through the preparation of
formal oral presentations on academic topics.
 Guide students through the preparation of a college level
speech lasting up to ten minutes on an academic topic.
 Provide students with language and practice necessary to
participate in academic discussions.
By the end of a semester, students will be able to do the
following with 80% accuracy:
 Identify the general message, lecture language, and
main ideas and details of videotaped excerpts of
university lectures by answering objective questions.
 Take notes applying targeted note taking strategies.
 Apply targeted presentation skills through formal oral
presentations using visuals or power-point.
 Apply targeted academic discussion strategies through
participation in whole-class discussions.
 Correctly use targeted vocabulary words and
collocations by completing sentences or through applied
practice.
By the end of a semester, students will be able to do
the following with 80% accuracy:
 Identify main ideas, details, and lecture language of
videotaped excerpts of university lectures by answering
objective questions.
 Take notes, use notes to answer questions, and
identify note-taking strategies after watching academic
lectures.
 Demonstrate targeted presentation skills through
formal oral presentations using visuals or power-point.
• Deliver a university level speech with appropriate
information, support, organization, audience analysis,
visual aids, etc.
 Correctly use targeted vocabulary words and
colocations by completing sentences.
 Identify academic discussion strategies by answering
objective questions.
17
SFASU
Level 1
Grammar/Writing 1B
GRAMMAR
Level 2
Grammar
Goals
Introduce the basics of
tenses, parts of speech,
and sentence structure
in order to prepare
students for Level 2 ELI.
Build on the basic
English grammar skills
to prepare students for
Level 3 ELI.
English Language Institute
Student Handbook
Objectives
Student Learning Outcomes
By the end of a semester, students will be able to
 Use textbook, workbook, and supplemental
do the following with 80% accuracy:
materials to introduce and practice:
While answering multiple choice, fill in the blank,
- using Present Simple, Present Progressive,
Past Simple, Past Progressive, and expressing and correcting errors:
future time;
 Identify and apply correct verb tenses in sample
- making comparisons;
sentences.
- using nouns, pronouns, adverbs, adjectives
 Identify and apply parts of speech, comparisons,
and possessives;
and modal auxiliaries.
- using modal auxiliaries;
 Form questions and use questions words.
- asking questions and using questions words;  Compose simple grammatically correct sentences.
- writing simple sentences.
 Administer practice tests before taking chapter
tests.
(see Writing Level 1)
 Use textbook, workbook, and supplemental
materials to:
- provide review and practice using Present
Simple, Present Progressive, Past Simple,
Past Progressive, Present Perfect, and Past
Perfect; and expressing future time;
- provide practice using noun forms, pronouns,
word order, and subject-verb agreement;
- provide practice using modal auxiliaries to
express ability, possibility, permission,
advice, necessity, prohibition, etc.
- provide practice asking questions and using
question words;
 Administer practice tests before taking chapter
tests.
By the end of a semester, students will be able to
do the following with 80% accuracy:
While answering multiple choice, fill in the blank,
and correcting errors:
 Identify and apply present, past, future, and
perfect tenses correctly.
 Identify and apply noun forms, pronouns, word
order, and subject-verb agreement.
 Identify and apply modal auxiliaries.
 Form questions using questions words.
 Compose grammatically correct sentences.
18
SFASU
Goals
Level 3
Build on Level 2 skills to
Grammar achieve intermediate
grammar skills and
prepare students for
using grammar in an
academic setting.
Level 4
Build on Level 3 skills to
Grammar achieve advanced
grammar skills and
prepare students for
university study.
English Language Institute
Objectives
Student Handbook
 Use textbook, workbook, and supplemental materials to:
- introduce and provide practice connecting ideas
with and, but, or, because, and although and using
correct punctuation;
- introduce and provide practice using comparative
and superlative forms of adjectives and adverbs;
- introduce and provide practice using active voice,
passive voice, and other passive constructions;
- introduce and provide practice using count and noncount nouns, articles, and capitalization;
- introduce and provide practice forming and using
adjective and noun clauses;
- introduce and provide practice using gerunds and
infinitives.
 Administer practice tests before taking chapter tests.
 Use textbook, workbook, and supplemental materials to:
- provide review and practice using all tenses;
- provide review and practice using modal auxiliaries;
- review subject-verb agreement and provide practice
with irregularities;
- provide review and practice with modal auxiliaries;
- provide review and practice with passive voice;
- provide review and practice with parallelism;
- provide review and practice using noun, adjective,
and adverb clauses;
- provide review and practice using gerunds,
participles, and infinitives;
- introduce and provide practice using forms of
conditional sentences and wishes.
 Administer practice tests before taking chapter tests.
Student Learning Outcomes
By the end of a semester, students will be able to do
the following with 80% accuracy:
 Connect ideas with and, but, or, because, and
although and use correct punctuation.
While answering multiple choice, fill in the blank, and
correcting errors:
 Identify and apply comparative and superlative
forms of adjectives and adverbs.
 Identify and apply active voice, passive voice, and
other passive constructions.
 Identify and apply count and non-count nouns,
articles, and capitalization of geographic names.
 Identify and form adjective and noun clauses.
 Identify and apply gerunds and infinitives.
 Produce sentences illustrating intermediate
grammar skills.
By the end of a semester, students will be able to do
the following with 80% accuracy:
While answering multiple choice, fill in the blank, and
correcting errors:
 Identify and apply all tenses.
 Identify and apply subject-verb agreement, both
regular and irregular.
 Identify and apply modal auxiliaries.
 Identify and apply passive constructions.
 Identify and apply parallelism.
 Identify and form noun, adjective, and adverb
clauses.
 Identify and apply gerunds, participles, and
infinitives.
 Construct conditional sentences and express wishes.
 Produce sentences illustrating advanced grammar
skills.
19
SFASU
English Language Institute
Student Handbook
Summer 2014
Writing
Reading
PROFICIENCY SCALE
A student who shows that s/he CAN do the following at the end of the semester and receives an average of 80% for all courses will be able to move up to the next level.
Level 1 High Beginning
Level 2 Low Intermediate
Level 3 Intermediate
Level 4 Advanced
 Understand basic texts.
 Find main ideas, details, and
examples.
• Choose correct pronoun
reference.
• Identify cause and effect,
signals for time, steps in a
sequence, contrast, and
comparison.
• Identify text organization.
• Identify parts of speech and
parts of words (prefixes and
suffixes).
• Find meanings of new words
from context.
• Complete sentences, match
words to definitions, etc. for
targeted vocabulary.
 Understand simple academic texts.
 Find main ideas, details, and specific information
such as examples, definitions, time and sequence
words, etc.
• Identify a reading structure.
• Identify parts of speech and word families.
• Distinguish facts from opinions.
• Make inferences.
• Write paragraphs on academic topics covered in
class.
• Complete sentences, match words to definitions,
etc. for targeted vocabulary from the Academic
Word List.
 Understand simplified academic texts.
 Apply reading skills taught in Level 2.
• Find main ideas and specific details.
• Make inferences.
• Identify sequence and process.
• Write a summary.
• Write paragraphs on academic topics
covered in class.
• Complete sentences, match words to
definitions, fill in the blanks etc. for targeted
vocabulary from the Academic Word List.
• Give oral reports on a self-chosen book.
 Understand academic texts.
 Read academic texts and answer objective
questions to prove competence in recognizing main
and supporting ideas, recognizing organization,
inferring facts and ideas, and utilizing graphs,
tables, etc. to gain information.
• Scan academic passages to locate specific
information.
• Summarize academic passages orally and in
writing.
• Analyze written passages for technique, audience,
and purpose.
• Complete sentences, match words to definitions,
fill in the blanks, and produce original sentences
correctly for targeted vocabulary from the
Academic Word List.
• Respond orally and in writing to written passages
and their ideas.
• Identify and apply correct
capitalization, punctuation, and
word order.
• Write a complete sentence
that has a subject, verb, and
object.
• Identify and apply basic
grammar constructions. (See
Grammar Level 1)
• Identify and compose effective simple, compound,
and complex sentences.
• Identify, define, and apply the steps of the writing
process and specific techniques for each.
• Identify, define, evaluate, correct, and compose
topic sentences, supporting sentences, and
concluding sentences and combine them into
correctly structured original paragraphs.
• Write at least one effective example of the
following types of paragraphs: narrative, descriptive,
process analysis, definition, and opinion.
• Write at least one paragraph produced in the
following situations: collaboratively, timed, and
multi-draft out-of-class.
• Identify and correct sentence fragments, fused
sentences, and comma splices as well as errors in
grammar, capitalization, word choice, and
punctuation.
• Define the terms clarity, unity, development, and
coherence; evaluate paragraphs for those qualities;
and apply techniques for achieving them.
• Identify and compose effective simple,
compound, and complex sentences.
• Identify, define, and apply the steps of the
writing process and specific techniques for each
to paragraphs and essays.
• Write a variety of types of correctly structured
academic paragraphs.
• Identify, define, evaluate, correct, and compose
the parts of an academic essay.
• Identify and correct sentence fragments, fused
sentences, and comma splices as well as errors in
grammar, capitalization, word choice, and
punctuation.
• Write at least one essay produced in each of
the following situations: collaboratively, timed,
and multi-draft out-of-class, using MLA format for
out-of-class essays and documentation where
needed.
• Write an effective example of at least three of
the following types of academic essays:
descriptive, compare and contrast, classification,
and opinion, achieving clarity, unity,
development, and coherence in each.
 Apply the basics of essay writing skills to writing a
research paper.
 Paraphrase excerpts from academic articles chosen
by the teacher.
 Write summary/response essays on these articles.
 Summarize several academic articles.
 Annotate focused readings, create a rough outline,
write a thesis statement, and create topic sentences.
 Complete a detailed outline including all proposed
evidence.
 Write multiple drafts of an argument research paper
with proper documentation and references.
 Write timed in-class essays in a computer lab in
anticipation of the TSI test.
 Meet with a teacher one-on-one at least once for a
writing conference.
SFASU
English Language Institute
Student Handbook
Grammar
• Identify and apply correct
verb tenses: Present Simple
and Progressive, Past Simple
and Progressive, and Future
tenses in sample sentences.
• Identify and apply parts of
speech, comparisons, and
modal auxiliaries.
• Form questions and use
questions words.
• Compose simple
grammatically correct
sentences.
• Identify and apply present, past, future, and
perfect tenses correctly.
• Identify and apply noun forms, pronouns,
word order, and subject-verb agreement.
• Identify and apply modal auxiliaries.
• Form questions using questions words.
• Compose grammatically correct sentences.
 Connect ideas with and, but, or, because,
and although and use correct punctuation.
 Identify and use comparative and
superlative forms of adjectives and adverbs.
 Identify and use active voice, passive voice,
and other passive constructions.
 Identify and use count and non-count
nouns, articles, and capitalization of
geographic names.
 Identify and form adjective and noun
clauses.
 Identify and use gerunds and infinitives.
 Produce sentences illustrating
intermediate grammar skills.
• Identify and apply all tenses.
• Identify and apply subject-verb agreement,
both regular and irregular.
• Identify and apply modal auxiliaries.
• Identify and apply passive constructions.
• Identify and apply parallelism.
• Identify and form noun, adjective, and adverb
clauses.
• Identify and apply gerunds, participles, and
infinitives.
• Construct conditional sentences and express
wishes.
• Produce sentences illustrating advanced
grammar skills.
Listening/Speaking
PROFICIENCY SCALE
A student who shows that s/he CAN do the following at the end of the semester and receives an average of 80% for all courses will be able to move up to the next level.
Level 1 High Beginning
Level 2 Low Intermediate
Level 3 Intermediate
Level 4 Advanced
• Listen for main ideas and
specific information and use
context clues in social, work,
and academic situations.
• Request, understand, and
give basic information such
as directions, reasons,
invitations, complaints, and
advice.
• Apply basic language skills
for social interactions.
• Apply words, terms, and
idioms on a variety of topics.
• Identify and apply stress
and reductions in words and
sentences.
• Apply critical thinking
skills.
• Take notes while listening to a university
lecture excerpt, applying targeted note taking
strategies.
• Identify the general message, strategies, and
details of videotaped excerpts of university
lectures.
• Apply targeted presentation skills through
formal oral presentations before a small group.
• Apply targeted academic discussion strategies
through participation in whole-class discussions.
• Correctly use targeted vocabulary words and
collocations by completing sentences or
through applied practice.
• Identify the general message, lecture
language, and main ideas and details of
videotaped excerpts of university lectures.
• Take notes applying targeted note taking
strategies.
• Apply targeted presentation skills through
formal oral presentations using visuals or
power-point.
• Apply targeted academic discussion
strategies through participation in wholeclass discussions.
• Correctly use targeted vocabulary words
and collocations by completing sentences or
through applied practice.
• Identify main ideas, details, and lecture
language of videotaped excerpts of university
lectures.
• Take notes, use notes to answer questions, and
identify note-taking strategies after watching
academic lectures.
• Demonstrate targeted presentation skills
through formal oral presentations using visuals
or power-point.
• Deliver a university level speech with
appropriate information, support, organization,
audience analysis, visual aids, etc.
• Correctly use targeted vocabulary words and
colocations by completing sentences.
• Identify academic discussion strategies.
21
SFASU
English Language Institute
Student Handbook
Summer 2014
C. Lab I: Conversation Partners Goals, Objectives, Student Learning Outcomes,
Program Description. and Student FAQs
GOAL: To improve students’ listening, speaking, reading, and vocabulary skills in a small
group situation, focusing primarily on academic skills and cultural ideas.
OBJECTIVES:








Introduce, provide practice with, and assess mastery of targeted words from the
Academic Word List.
Provide reading passages illustrating appropriate use of targeted vocabulary words
and enabling application of reading and analysis skills.
Provide guided practice in conversational strategies and techniques for academic
discussions.
Provide practice and feedback on written expression.
Introduce students to aspects of American culture and provide opportunities to share
information about their cultures.
Provide practice in taking notes over key information and main ideas discussions
Assign and guide students through brief oral presentations.
Introduce and model expectations of student behavior and classroom etiquette as it
appears in American universities.
STUDENT LEARNING OUTCOMES: By the end of a semester of participating in
Conversation Partners, students should be able to:











Use words from the Academic Word List in conversation, matching, sentence
completion, and grammatically complete and clear original sentences.
Take notes over materially presented orally.
Speak comfortably in a small group setting.
Identify main ideas, supporting ideas, and examples from brief academic reading
passages.
Paraphrase / summarize written passages and group discussions.
Express an opinion on an issue and support the opinion with reasons, examples, and
evidence, elaborating or clarifying as necessary.
Question, build on, and challenge ideas encountered in print or discussion.
Write in response to a reading selection.
Explain key aspects of American culture and compare them to other cultures.
Analyze aspects of their cultures and present brief oral presentations in a small group
setting.
Identify, explain, and adhere to common expectations of student behavior in
American universities.
SFASU
English Language Institute
Student Handbook
MECHANICS:








ELI students are assigned to groups whose compositions vary in terms of students’
national origin, gender, ELI level, etc.
Each group meets three or four times a week for 10 weeks (32 sessions); each
meeting lasts an hour.
Each group is led by a pair of facilitators under the supervision of an ELI staff
member.
Attendance and participation is recorded for each session.
Students periodically receive a list of vocabulary words and a reading passage based
on those words; these handouts form the basis for the programs’ vocabulary study,
reading study, and quizzes and for much of the academic discussions and writing
activities.
Students periodically listen to presentations about aspects of American culture and
other students’ cultures and give at least one presentation on an aspect of their own
cultures.
Students periodically read along as facilitators read a short story aloud and then write
in response to ideas, situations, or characters encountered in the story.
Credit for Conversation Partners is awarded as follows:
o Attendance [average]: 33% (Deductions of 1.6 points per minute of tardiness
are made from the grade of 100.)
o Participation [average]: 33% (Includes bringing required materials, written
work, active participation in discussions, respecting others, refraining from
cell phone use, etc.)
o Vocabulary Quizzes & Cultural Presentations [average]: 33%.
MATERIALS AND ACTIVITIES





Vocabulary lists are taken from the Academic Word List, with different portions of
the list covered in fall semesters, spring semesters, and summer semesters.
Reading passages are on a variety of topics and contain the vocabulary words in
context.
Short stories are high-interest titles adapted for L2 readers.
Academic discussion topics are formulated by the facilitators and often are based on
one of the following:
o current events;
o ideas and situations suggested by words in the vocabulary lists;
o academic etiquette and the college experience;
o cultural attitudes;
o the list of academic discussion topics and web sites given to facilitators by the
CP coordinator.
Writing activities include such things as:
o using selected words in original sentences;
23
SFASU



English Language Institute
Student Handbook
o writing a one-sentence paraphrase of a reading’s main idea;
o paraphrasing supporting ideas or examples from a reading;
o writing a list of questions about the reading topic;
o writing a statement of opinion about a topic;
o writing a list of reasons for an opinion about a topic;
o summarizing the opinion expressed by another student;
o briefly recounting a personal experience related to a topic;
o responding to ideas, situations, or characters encountered in short stories.
Cultural presentations include:
o a presentation by a facilitator based on some aspect of American culture;
o one or more presentations by students about that same aspect of culture as it
applies to their home countries.;
o group discussion of the cultural aspect and its significance.
Quizzes follow a common format, containing:
o a word / definition matching section;
o a fill-in-the-blank sentence completion section with an answer bank;
o an original sentence section in which students must use vocabulary words
correctly in grammatical sentences that provide context for the words.
Facilitators may use games, activities, role-playing, etc. to reinforce skills and
encourage participation.
24
SFASU
English Language Institute
Student Handbook
STUDENT FAQs [Frequently Asked Questions] ABOUT CONVERSATION
PARTNERS

How does Conversation Partners (CP) count toward my semester average?
Your CP grade is 4% of your ELI semester grade.

How is my CP grade calculated?
Your Conversation Partners grade is calculated this way:
Attendance: 33% (Deductions are made for tardiness!)
Facilitators will take roll and will note how tardy people are.
Participation: 33% (Includes class preparation, written work, and active
participation)
Facilitators will give you a score each session based on your preparation,
participation, and effort.
Vocabulary Quizzes, Cultural Presentation(s) & Final Activity [average]: 33%
The International Programs Coordinator will make the quizzes; the facilitators
will administer them.

How does the International Programs Coordinator know my attendance and
participation?
Facilitators fill out a brief report for every session; the International Programs
Coordinator goes over these reports at the end of each week or two.

How do the CP Facilitators assign my participation grade for each session?
In assigning your participation grade, your facilitator will consider such questions as:
Did you have the required materials?
Did you silence and put away your phones, etc.?
Did you show interest in the lesson and respect for everyone in the group?
Did you volunteer information and/or ask questions as well as answer when called
on?
Were your contributions helpful to the group?
Did you follow directions?
Did you perform your best on written activities?
Because you can’t participate if you’re not there, it’s especially important that you
be present!
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How does tardiness affect my attendance grade?
You are expected to be present for the full 60 minutes. For every minute you come late
or leave early, you lose 1.6 points from your attendance grade.
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What do I need to bring to CP sessions?
Bring to EVERY session:
1. Pen or pencil
2. Loose leaf notebook paper
3. Current handout (Continue to bring it until you are completely finished with it.)
Bring if assigned / requested for specific sessions: anything the facilitators specify

How are we covering vocabulary?
You will be working on words from the Academic Word List. These are words you are
likely to encounter in a university setting. You will go over 10 words each session; you
probably will already know several of them. After each set of 30 words, you will have a
quiz.

What are the quizzes like?
The quizzes ask you to match words with their definitions, choose the correct words from
a word bank to complete sentences, and write some original sentences using vocabulary
words.

What do the sessions do in addition to vocabulary study?
Although some sessions will still contain informal conversations, many sessions will
include academic discussions in order to prepare you for university classes. Academic
discussions tend to focus on ideas more than on likes and dislikes, etc., so you may notice
some change in discussion topics. Academic discussions also require you to be able to do
the following things:
1.
Paraphrase / summarize written passages and group discussions.
2.
Express an opinion on an issue.
3.
Support an opinion with reasons, examples, and evidence, elaborating or
clarifying as necessary.
4.
Question, build on, and challenge ideas encountered in print or discussion.
5.
Synthesize ideas from a discussion.
You will probably notice your facilitators working on these specific skills as they guide
the
discussions. Many of the academic discussion topics will come from the reading
passages or vocabulary words or from current events.
To reinforce your writing skills, many of the sessions will include writing. The writing
activities are very short. Often you will write individual sentences; occasionally you will
write a paragraph. These activities will use the same skills as those listed for the
academic discussions and will improve your ability to write complete, clear,
grammatically correct sentences. Additionally, you will periodically write in response to
short stories.
To enhance your introduction to American culture, you will also listen to presentations on
aspects of American culture and be asked to tell the group about your own culture.
Additionally, you will occasionally engage in role-playing activities or games designed to
make your learning more enjoyable.
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What are the reading passages like?
The reading passages are brief, primarily academic in nature. They cover a variety of
subjects and show how the vocabulary words are used in context.
The short stories are high-interest fiction that has been adapted for non-native speakers.
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What if I want to attend CP at a different time than my assigned time?
You must attend Conversation Partners at your assigned times. The International
Programs Coordinator is the only person who can give you permission to attend a
different session, and permission is only granted in rare cases.

What if I am absent for a CP session?
If you are absent, you will not be able to make up any Conversation Partners activities
except for scheduled quizzes. Quizzes must be made up within one week in the
International Programs Coordinator’s office at a mutually convenient time. Makeup
quizzes will be more difficult than the original quizzes.
Questions, problems, or suggestions? See the International Programs Coordinator in charge of
CP!
D. Lab II: DynEd Program Goals, Objectives, Student Learning Outcomes, and
Description
GOALS:
 To improve students’listening, speaking, reading, and vocabulary skills by assessing
their current skills and prescribing an appropriate individualized course of study.
 To introduce students to an independent, self-directed learning situation that allows
them to progress from basic to academic skills throughout eight modules of
interactive laboratory study.
 To give students some control over the learning process by offering options for
material choice, additional study, and improved grades.
OBJECTIVES:
 Provide effective and frequent practice for better language acquisition by allowing
students to work interactively at their own paces, with instant access to repetition and
comprehension aids such as on-screen text and mastery tests.
 Allow students to preview, comprehend, study/practice/record, and review
vocabulary, grammar, reading, listening, and speaking.
 Provide reading texts at the student’s own level and enable application of reading and
analysis skills.
 Provide guided practice in conversational strategies in the lower modules, progressing
to techniques for academic discussion in the upper levels.
 Provide interactive video lessons at the end of each module to give students a sense of
real communication.
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Present information and skills that are increasingly more complex and academic in
content as students progress beyond the BICS stage.
Provide speech recognition software to better student pronunciation.
STUDENT LEARNING OUTCOMES:
Learning outcomes for each student depend on the student’s initial placement and individual
progress through the modules. By the end of each of the following modules, students should be
able to complete Mastery Tests from the core program New Dynamic English with 80%
accuracy:
Module 1:
 Answer questions about other students in an interview format.
 Fill in blanks demonstrating correct subject/verb agreement.
 Fill in blanks in sentences and/or match words with definitions for targeted
vocabulary words.
 Recognize simple vocabulary by completing objective questions.
Module 2:
 Answer questions about daily routines, times, frequency, and duration of habitual
activities that make up daily life.
 Fill in the blanks and complete dictation with correct grammatical forms, useful
phrases, modals, adverbs of manner.
 Recognize simple vocabulary by completing objective questions.
Module 3:
 Answer objective questions to correctly determine past, present, and future verb
forms; time phrases; time sequences, quantification, comparisons; relative pronouns;
and reasons.
 Demonstrate word recognition of more complex vocabulary words by completing
objective questions.
 Answer objective questions about directions, locations, prepositions, and spatial
relationships.
Module 4:
 Fill in the blanks/matching with correct adverb phrases, conditional sentences,
modals, noun phrases.
 Complete objective questions to demonstrate correct comparisons, preferences,
duration, time sequences.
 Recognize more complex vocabulary by completing objective questions.
Module 5:
 Answer objective questions to demonstrate the correct use of present perfect tense,
future time, modals, expressions of duration, and more complicated spatial directions.
 Demonstrate comprehension of scientific vocabulary words by completing objective
questions.
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Module 6:
 Answer objective questions to demonstrate correct use of present perfect vs. past
tenses, passive voice, gerunds/infinitives, time sequences, adjective clauses,
comparisons, and countable/uncountable nouns.
 Use targeted vocabulary by supplying correct terms.
Module 7:
 Answer objective questions to demonstrate the correct use of conditionals,
cause/effect sequences, modals, passive voice, present perfect tense, past perfect
tense, and time sequences.
 Correctly use language for decision making, for linking events, and for giving reasons
by completing sentences.
 Identify the general message, strategies, and details of specific information in a
presentation.
Module 8:
 Complete objective questions demonstrating correct use of adverb and noun clauses,
past possibilities and conditionals, modals; and adjective, adverb and noun clauses.
 Re-order sentences to demonstrate note-taking and summary skills and to analyze an
argument.
 Use academic vocabulary related to global issues by completing sentences.
 Apply important language for problem-solving and for giving reasons by completing
sentences.
MECHANICS OF THE SOFTWARE PROGRAM:
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Based on results of an initial placement test, DynEd places students into one of four
levels depending upon their vocabulary / grammar abilities:
o Level 1: 0 – 400 word spoken vocabulary with little or no grammar knowledge.
o Level 2: 400 – 900 word spoken vocabulary with ability to use correct sentences
to communicate.
o Level 3: 900 – 1,500 word spoken vocabulary with limited mastery of English
grammar.
o Level 4: 1,500 – 2,500 word spoken vocabulary with a need to express more
complicated ideas.
The core language program (New Dynamic English) is available at every level;
additionally, DynEd makes other programs such as Success with English and stories
such as Robin Hood available depending on the level of each student.
New Dynamic English consists of 8 modules from the beginning level to the
advanced level. Each module is divided into 5 units, the first three of which are the
presentation units. Unit 4 provides the review exercises so necessary for practice and
language acquisition. Unit 5 closes the module with interactive videos to give the
students a sense of actual communication.
DynEd’s English language learning programs provide a cognitive, brain based
approach to learning English. Using DynEd, each student has access to Placement
Testing at the beginning and Mastery Testing throughout. Teachers have full access
to student records of practice and assessment.
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DynEd coordinates visual information such as animated graphics and videos with
auditory input; interactive activities allow constant assessment of students within any
particular lesson. In addition, DynEd’s shuffler technology adjusts the content
according to learner performance, individualizing the program and the student
learning outcomes.
Students can work on language acquisition at any time by using a flash drive. They
have access to Mastery Tests throughout the program, and Level teachers have access
to the Records Managers and complete student study records.
MECHANICS OF IMPLEMENTATION OF THE PROGRAM:

ELI sets the pass level for each Mastery Test at 80%; if students do not pass a
given Mastery Test, the test will close for three days, giving the student time to
practice the target module again.
 Students may complete lab work in the university language lab or may purchase a
DynEd flash drive to be able to work at home.
 Students are required to work in New Dynamic English program on Dyn Ed a
minimum of 2 hours per week. If students complete less than 2 hours in any
week, they will receive a 50% grade for the week. If the missed time is made up
at a later time, students may provide evidence to have this grade restored to a
100%.
 Students are required to furnish a detailed DynEd report to their Level Teachers
each week to document time, progress, and current mastery test average.
 Students are encouraged to spend no more than 30 to 40 minutes in New Dynamic
English at a time since the Mastery Tests are only available during the first 40
minutes of study.
 Students are encouraged to spread their study sessions over several days per week
for maximum effectiveness.
 Final Grades for DynEd will be determined in the following way:
With an overall average of at least 80% on the Mastery Tests, students
must complete a total of 20 hours of New Dynamic English to receive a DynEd lab
grade of 90%. Students have an option to complete an additional hour per week on
any program in Dyn Ed in order to earn a lab grade of 100 for that week.
The DynEd average is 4% of students’ total ELI semester average.
Students receive an orientation to DynEd in the language lab, at which time they
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receive their user names and passwords;
learn to navigate the program;
go over the program’s requirements and recommendations;
learn the importance of the New Dynamic English core course and learn about the
other courses available to them;
learn how and when to document their lab completion and progress for their Level
Teachers;
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go over how the lab grade is computed and how it figures into their semester
averages;
take a preliminary placement test.
E. Friday Labs
Every Friday for 5 weeks during the semester, all students will meet for two hours with a
designated teacher for an American cultural activity. At the conclusion of the Friday Lab, an
assessment of the SLOs will be conducted.
GOAL:
To improve students’ listening, speaking, reading, vocabulary, and/or writing skills, focusing on
academic and cultural skills
OBJECTIVES AND OUTCOMES:
Each teacher will plan a unit of his or her choice, although objectives and outcomes must
correspond to targeted objectives and outcomes from academic courses, DynEd, or Conversation
Partners.
Friday Labs are self-contained and include an assessment of the targeted student learning
outcomes at the end of the period. Students’ attendance, participation, and assessment scores for
each session are reported to Level Teachers.
The Friday Labs average counts for 4% of the ELI semester grade.
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ELI CLASS POLICIES AND PROCEDURES
A. Attendance and Academic Progress
Students will learn English well and make good progress if they do the following:
 Attend all classes
 Do all classroom assignments and homework that the teacher assigns
 Work hard to improve academic English skills
 Study
Students who do not attend classes regularly or who do not make satisfactory academic progress
may be placed on academic probation. When placed on academic probation, students will meet
with their Level Teachers and the ELI Coordinator and receive documentation showing the terms
and length of probation. If they do not follow the terms of their probations, they may be dropped
from the ELI.
1. Attendance Policies
The ELI wants success for all ELI students. The best way to learn English is to come to class
regularly and to do the homework. If a student misses several days of class, he or she will
probably not be able to keep up with the other students. There are usually 4 hours of class per
day plus Conversation Partners and DynEd Language Lab.
Absences will be reported the first official class day and continue through the last day of classes.
Students will be marked absent on field trips unless they receive permission from the ELI
Coordinator before the field trip takes place.
The ELI expects students to attend ALL classes. There are NO EXCUSED ABSENCES.
Note: Missing one day of classes and activities is the same as missing 4 to 6 hours.
What Students Should Do If They Must Miss a Meeting of an ELI Class:
Occasionally, missing a class meeting is unavoidable due to a student’s illness or other
emergency. Students who miss a class should do the following as soon as possible:
 Email their class teacher to schedule any makeup work or tests.
 Check with their teacher or with another student in the class to find out what they missed
and what has been assigned for homework.
 Complete the assignment due for the next class so that they are not behind when they
return to class.
Makeup Work:
Students have one day to make up any missed assignments and/or tests; if the assignment is not
turned in by the following day, a ‘0’ will be given as the assignment grade. Teachers usually
expect students who are absent to contact a classmate to find out the assignments they missed
and to ask the teacher how to make up a test.
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Special Considerations about Absences:
 Late to class absences – Students will be marked absent for one hour if they come to
class 15 minutes late.
 “Not ready for class” penalty – This penalty is described under “General Classroom
Expectations.”
 22 hours of absence – Students will be placed on academic probation. If they do not
follow the terms of their probation, they could be dropped from the program and lose
their student status with DHS (Department of Homeland Security).
 44 hours of absence – Students will not get Certificates of Completion. Additionally
students may be dropped from the program and lose student status with DHS.
 Absent for ten consecutive days with no explanation – Students may be dropped from
the ELI after the ELI Coordinator considers the circumstances. Students will lose student
status with DHS if dropped from ELI.
If students have problems that are causing excessive absences, they should make an appointment
with the ELI Coordinator (LAN 409). It is important for every student to be in class every day;
we want our students to complete a successful term of study at the ELI.
2.
Class Cancellations
Occasionally, extreme weather or another type of emergency causes the university to cancel
classes. In these cases, ELI classes and labs will not meet. Students can find out about
cancellations in the following ways:
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by signing up for the free SFA emergency notification service through My SFA.
by going to the main SFA website. If there are emergency conditions, information will
be at the top of the web page in red.
by watching local television stations for cancellation notices at the bottom of the screen.
If the ELI program or a specific teacher cancels one or more classes for some Reason, students
will be told about the cancellation ahead of time and/or will receive notification by email. There
will usually be information about makeup classes or work.
3. Classroom Visitors
All visitors must request permission from the ELI Coordinator to visit a class.
4.
Teacher Absence
Very rarely, teachers must be absent. If students go to class and the teacher is not there at the
beginning of the period, they should wait in the classroom for 15 minutes. If the teacher does not
show up after 15 minutes, they may leave. Students should go to the next scheduled class on
time. Students should be sure to check their email in case the teacher sends them instructions or
updated assignments for the next class.
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B. General Classroom Expectations
ELI students are expected to behave in a manner that shows respect to the teacher and fellow
students and respect for the university and its facilities. If students have any questions about
ways that specific expectations in American schools may differ from those to which they are
accustomed, they should not hesitate to ask. In general, students are expected to be polite, to
come to class prepared, to complete assignments, to follow directions, to do their own work, to
be punctual, to be attentive, and to participate in class activities and discussions.
It is especially important that students communicate with their teachers and pay attention to
communications from them. They should check their email at least once daily for possible
messages from individual teachers, the ELI program, and the Office of International Programs.
1. “Not ready for class” Penalty
Students may be marked absent and asked to leave the class if they do not bring books or
homework to class or do not follow class rules. Students can be put on disciplinary probation
and/or dropped from the ELI if they disturb the class or do things that are not acceptable in a
classroom setting.
2. Cell Phones
All students must TURN OFF their cell phones when they are in class. Any exception to this
rule must be approved by ELI teacher.
3. Academic Honesty
The ELI Program, like American universities, expects students to do their own work, whether
on homework, on tests, or in writing assignments, and expects them to give credit to others if
they use others’ words, information, or ideas in papers. Teachers will go over the specifics
of how to avoid plagiarism and how to correctly document sources, but students need to
understand that all forms of cheating are dealt with very strictly. The official policy is in the
International Student Handbook at www.sfasu.edu/oip.
C. Individual Class Expectations and Grades
Like teachers in the university, ELI teachers set their own policies for each class, so it is
important for students to realize that different classes may have different policies and methods of
computing grades. A course syllabus outlines policies and describes the content of an academic
course. Students receive a syllabus for each academic class. They should keep and refer to this
document.
A syllabus will contain:
 Student Learning Outcomes for that course
 How the course grade is computed
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Individual policies concerning such things as classroom behavior, late work and
makeup work, and anything else that might impact grades.
Contact information for the teacher
SFA POLICIES
A. Housing
All students who are younger than 21 or who have less than 60 credited hours as a
university student MUST live on campus while attending Stephen F. Austin State
University. Any students who attempt to disregard this basic rule will find that they will be
unable to register for classes at SFA. NO EXCEPTIONS!
B. Activities
ELI students have access to all on-campus activities and resources, such as Campus Recreation
Center, library, and the Baker Pattillo Student Center. In addition, students are encouraged to
participate in the International Friendship Program and become members of the International
Student Association.
The Office of Student Affairs offers an opportunity for students to receive President’s Volunteer
Service Award. To receive the award, a student volunteers at different places on and out of
campus. This activity provides students with not only a unique experience, but also with an
opportunity to meet new people and practice conversational English. More information on this
and other students’ activities can be found at http://www.sfasu.edu/studentaffairs/.
C. Student Code of Conduct
ELI students are expected to follow the SFA Student Code of Conduct. Key parts of this code
are outlined below. The entire document is available at:
http://www.sfasu.edu/policies/student-conduct-code.pdf
Key Elements of the SFA Student Code of Conduct
At SFA, the community holds itself to a standard called The SFA Way. At its basis, The SFA
Way encourages the entire university community to “strive for personal excellence in everything
we do.” While the Student Code of Conduct articulates the minimum expectations of those in the
community, the university encourages students to “hold themselves and others accountable” to
the higher standards of The SFA Way.
Any student found to have committed or to have attempted to commit the following misconduct
is subject to disciplinary sanctions:
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1. Acts of dishonesty, including but not limited to the following:
a. Cheating or plagiarism as defined in university policy 4.1 (Academic Integrity), or
other forms of academic dishonesty or breech of integrity such as but not limited to the
distribution or selling of lecture notes, handouts, readers or other instructor-provided
materials without permission.
b. Furnishing false information to any university official, faculty member, or office.
c. Forgery, alteration, or misuse of any university document, record, or instrument of
identification.
d. Fraud as defined in university policy 2.7 (Fraud).
2. Disorderly conduct, disruption or obstruction of teaching, research, administration, living
environments, disciplinary proceedings, other University activities, including public service
functions on or off campus, or of other authorized non- university activities when the conduct
occurs on university premises. These acts include, but are not limited to:
a. Making or causing any false report, warning, or threat of fire, explosion, or
other emergency.
b. Interfering with police, fire or emergency service.
c. Failure to evacuate a building or area when directed.
d. Willfully disregarding any emergency or fire alarm signal.
e. Disorderly conduct or disruptions in classrooms, other instructional areas and
university events.
f. Violation of rules set forth in the Residence Life Community Living
Guidelines.
3. Physical abuse, fighting, assault, verbal abuse, threats, intimidation, harassment, bullying,
coercion, or conduct, which threatens or endangers the health or safety of any person that is not
an exercise of constitutional rights. 10.4 Student Code of Conduct Page 4 of 17.
4. Sexual harassment/discrimination, as defined in university policy 2.11 (Discrimination
Complaints/Sexual Harassment), sexual assault, sexual abuse, and other sexual misconduct.
5. Attempted or actual theft of and/or damage to property of the university or property of a
member of the university community or other personal or public property, on or off campus. This
includes possession of stolen property.
5. Hazing, as defined in university policy 10.3 (Hazing).
7. Failure to comply with directions of university officials or law enforcement officers acting in
performance of their duties and/or failure to identify oneself to these persons when requested to
do so.
8. Wrongful use of university goods, services or information including but not limited to:
a. Unauthorized possession, duplication or use of keys to any university premises or
unauthorized entry to or use of university premises.
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b. Unauthorized possession or use of security codes, long distance access codes or
calling cards, or cable service.
c. Sale or use of university property for personal gain.
d. Misuse of proctoring or tutoring services.
9. Violation of any university policy, rule, or regulation published in hard copy or available
electronically on the university website.
10. Violation of any federal, state or local law.
11. Use, possession, manufacturing, or distribution of any illegal substance as delineated in
university policy 13.11 (Illicit Drugs and Alcohol Abuse), or a simulated illegal substance, or
drug paraphernalia.
12. Use, possession, manufacturing, or distribution of alcoholic beverages or products (except as
expressly permitted by university policy 13.11 regarding Illicit Drugs and Alcohol Abuse), or
public intoxication or other alcohol-related crime. Alcoholic beverages or products may not, in
any circumstance, be used by, possessed by or distributed to any person under twenty-one (21)
years of age.
13. Illegal or unauthorized possession of firearms, ammunition, explosives, fireworks, other
weapons, or dangerous chemicals, or use of any item, such as a weapon replica, even if legally
possessed, in a manner that harms, threatens or causes fear to others.
14. Obstruction of the free flow of pedestrian or vehicular traffic on university premises or at
university sponsored or supervised functions.
15. Theft, destruction or other abuse of computer facilities and resources.
16. Interfering with the freedom of expression of others on university property or at universitysponsored events.
17. Abuse of the student conduct system.
18. Violating any rule, regulation, or law for which the university could be penalized including
but not limited to fire, safety or environmental codes.
V.
FORMS
A. Student Level Change Request
B. Complaint Form
C. ELI Student Contract
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Stephen F. Austin State University
Of fi ce of Int er n ati on al Pr ogr ams
P.O. Box 6152, SF A Sta ti on· Nacogdoches, TX 75962 -6152
Phone (936) 468-6631· Fax (936) 468-7215
ENGLISH LANGUAGE INSTITUTE
STUDENT LEVEL CHANGE REQUEST
Student Name: ____________________________________________
Student ID number: ________________________ Current Level: __________________
Semester: _________________________ Date: ________________________________
Signature of teacher supporting the initial appeal: _______________________________
If you are applying for an initial appeal, complete A only. If you are appealing your final
promotion level, complete B only.
A. Appeal made during the first four (4) days of class for initial placement:
I believe I should be placed in Level __________ because:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Student Signature: _____________________________________________
Appeal Granted: _____________
Appeal Denied: ______________
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OIP Official Signature: _________________________________________
B. Appeal made for level promotion; this appeal must be made at least two days before the
scheduled end-of-semester graduation event
This form must be the top page of a folder of student work which includes at least two examples
of the student’s in-class writing and a copy of the student’s last official evaluation. A Level 4
folder must also include the student’s research paper. This form is given to the student’s Level
teacher; a final decision will be emailed before 5:00 PM tomorrow.
What is your reason for appealing?
Signature of student: _________________________________________________________
The Level teacher will complete the remaining section of this form.
Level Teacher: ______________________________
CaMLA test score: ______________ Score Range of Level Requested: _____ - _____
Writing class score: _______________
In the space below, write information that is pertinent only to the student’s demonstrated
language proficiency. Please include information regarding the student’s listening, speaking, and
reading progress.
Reason for Appeal:
Appeal Granted: ___________________ Appeal Denied: ________________________
Signatures of student’s teachers: ___________________ _________________________
OIP Official Signature: __________________________________
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Stephen F. Austin State University
Of fi ce of Int er n ati on al Pr ogr ams
P.O. Box 6152, SF A Sta ti on· Nacogdoches, TX 75962 -6152
Phone (936) 468-6631· Fax (936) 468-7215
ENGLISH LANGUAGE INSTITUTE
STATEMENT OF COMPLAINT - STUDENT
___________________________________________
Student Name
_________________________
Student ID Number
___________________________________________
Level
_________________________
Date
___________________________________________
Student Signature
A formal statement of complaint must be written and signed. The student will be advised
of the steps being taken to resolve this complaint in a conference with the Coordinator. This
written complaint and notes regarding the resolution of this complaint will be filed in the
Coordinator’s office and will become a matter of record.
Please write in the space provided below and/or attach sheets if necessary.
Formal Statement of Complaint:
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Stephen F. Austin State University
Of fi ce of Int er n ati on al Pr ogr ams
P.O. Box 6152, SF A Sta ti on· Nacogdoches, TX 75962 -6152
Phone (936) 468-6631· Fax (936) 468-7215
English Language Institute
Student Contract
Student Name (Print) ____________________________________________________
Semester / Year: _________________________
I have received an ELI Student Handbook, and ELI staff have gone over key
portions of it with me. I understand that I am expected to abide by the policies and
procedures outlined in that handbook and to follow the SFA Code of Conduct.
Signature: ______________________________________ Date: _________________
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