The goal of the curriculum of the English as a Foreign Language (EFL) Intensive Academic English program at Georgetown University is to provide effectively organized, high-quality English-language instruction that meets the personal, academic, and professional needs of learners whose native language is not English.
The EFL curriculum is based on an integrative, communicative approach to language learning and teaching. This integrative approach incorporates the development of language skills (listening, speaking, reading, and writing) with linguistic knowledge of grammar, vocabulary, and pronunciation. This approach also incorporates effective use of information and communication technology to enhance the language-learning process and to provide instruction that will prepare students for their future communication needs.
At each level of instruction, attention is also given to the use of language functions necessary for communication in a variety of social, academic, and professional situations. Integration of skills, language target points, and use of technology are accomplished through topic- and task-based class lessons and through task-based evaluation projects that are coordinated among the instructors within a section and articulated from one level of instruction to the next.
There are six levels in the English as a Foreign Language Intensive program. Many EFL students study in the program for more than one semester; most are promoted to the next level upon course completion. However, some students may need to repeat a level. Those repeating a level can expect to take more time to complete their program of study than they might have originally planned.
The curriculum offers comprehensive language instruction at five levels of proficiency: Basic, Low-Intermediate, Intermediate, High-Intermediate, and Advanced. Courses at the Basic through High-Intermediate Levels provide instruction in general purpose English. In addition, an advanced-level Academic Bridge course provides opportunities for students to audit one content course at Georgetown University and participate in a special orientation on the requirements, procedures, and expectations of U.S. colleges and universities.
Courses are offered in two 16-week sessions in the fall and spring semesters and one eight-week summer session each year. In addition to classroom instruction, students are expected to complete out-of-class assignments and projects while working at home, in the self-access laboratories, or in the library and computer labs, as well as in the Washington, D.C., community.