The BCC Intensive English Program was created in 2002 to increase students’ ability to understand and use English confidently and effectively in a range of different contexts. There are currently about 4,000 students from grades 1 to 12 in the Intensive English Program.
IEP classes promote independent learning by equipping students with specific skills to continue learning English throughout their lives. We are fortunate to have a faculty of 38 qualified native speaking teachers who are able to bring out the best in each student. Small class size permits students to receive individual attention and opportunities to practice English as they learn it.
Our curriculum is based on the Ministry of Education requirements for reading, writing, listening, speaking, grammar and vocabulary. The BCC Intensive English Program provides English language enrichment to develop and consolidate skills in these areas. Standardized activities ensure all the students are similarly prepared for tests at the end of each quarter. Parents are kept informed with learning journals for every unit, and detailed student grade reports at the end of every semester, which also make parents aware of other issues such as behavior and motivation that affect learning.
Our objectives are to encourage students to be active and constructive in using English as a tool to, seek knowledge and to interact effectively with others at school, and later, in the broader world-community.
In order to extend students’ competence and confidence in using English, we train students to be responsible, independent, reflective learners, and to promote collaboration and cooperation among the students. Rather than merely teaching students vocabulary and grammar in an abstract way, the Intensive English Program aims at developing the whole child, helping students reach their full potential, enhancing their English communicative competence and teaching them to use English in in every relevant aspect of their lives.
Among many benefits, IEP maintains an environment that is safe, welcoming, thought provoking and relevant. In addition to regular English-language lessons, the IEP program provides opportunities for students to practice language skills beyond the walls of the classroom. There are many extracurricular activities that IEP students may participate in such as clubs, English camps and exchange programs.
The IEP Department
Our department consists of 46 native English-speaking teachers, 4 Learning Stage Coordinators, a Support Teacher for Learning Stage 1, an Office Manager, a Reprographics Specialist and the Department Head: a total of 54 members.
Requirements for Teacher Applicants
Our department only accepts teachers who are native English speakers from The United States, Canada, The United Kingdom, Ireland, Australia, New Zealand, or South Africa. Teachers must have an education degree. Although bachelor’s degrees with a CELTA, TESOL or TEFL are accepted, teachers must work towards acquiring degrees in education to comply with rules set by the Ministry of Education. Teachers must have a minimum of two years’ teaching experience, preferably in Thailand.
An overview of the IEP Program
There are four Learning Stages in the Intensive English Program:
- Learning Stage One (Preparatory Level) Grades 1, 2, 3
- Learning Stage Two (Beginner Level) Grades 4, 5, 6
- Learning Stage Three (Developing Level) Grades 7, 8, 9
- Learning Stage Four (Expanding Level) Grades 10, 11, 12
Students in grades 1 to 6 receive six 50-minute periods per week of skills-based communicative English. Grade 1 learners study five periods with a native English-speaking teacher and one period with a Thai teacher. Students in grades 2 to 6 study four periods per week with a NS teacher, and two periods with a Thai teacher.
Students in grades 7 to 9 receive six 40-minute periods per week of skills-based communicative English. They study five periods with a native English-speaking teacher, and one period with a Thai teacher.Students in grades 10 to 12 receive six 40-minute periods per week of skills-based communicative English. They study four periods with a native English-speaking teacher, and two periods with a Thai teacher.
The IEP Curriculum
The IEP curriculum is based on the Ministry of Education requirements and Suggested Instructional Content contained in the Thai Ministry of Education document entitled Foreign Language Curriculum – The Private School (April 2008), reflecting the benchmarks and learning outcomes for reading, writing, listening, speaking, grammar and vocabulary. The BCC Intensive English Program provides English language enrichment to develop and consolidate skills in these areas. Standardized activities ensure all the students are similarly prepared for tests at the end of each quarter. Parents are kept informed with learning journals for every unit, and detailed student grade reports at the end of every semester, which also make parents aware of other issues such as behavior and motivation that affect learning.
Our objectives are to encourage students to be active and constructive in using English as a tool to, seek knowledge and to interact effectively with others at school, and later, in the broader world-community. We seek to extend students’ competence and confidence in using English in a range of demanding and challenging contexts. We also train students to be responsible, independent, reflective learners, and to promote collaboration and cooperation among the students.
Learning Outcomes are listed in the Curriculum Grids which also prescribe standardized activities that all teachers must complete with their classes. Any supplementary activities must relate to and reflect the Learning Outcomes listed for each particular unit.
Assessment and reporting
Students’ progress is assessed and documented in the following ways:
- Common Assessment Tasks (CATs) are extended tasks created collaboratively by grade level teachers and administered to all students in that grade level. Work for some tasks may be done at home.
- End-of-Semester Exams are created collaboratively by grade level teachers and administered to all students in that grade level under strict examination conditions.
- Spelling and Vocabulary Tests
- Project tasks are extended activities created collaboratively by grade level teachers and administered to all students in that grade level.
Teaching Allotments
LS1 and LS2 teachers are normally assigned up to 22 periods, 50 minutes per period.
LS3 and LS4 teachers are normally assigned up to 26 periods, 40 minutes per periods.
Class sizes are limited to 20 students or less.
The IEP Curriculum
Bangkok Christian College created an original curriculum following the Thai Basic Education Curriculum B.E. 2551 (A.D. 2008) approved by the Thai Ministry of Education. EIP Teachers use various forms of authentic assessment to evaluate students’ knowledge and abilities and actively seek out information to enhance the learning environment and improve teaching methods. The expected attributes of students are loyalty, honesty, responsibility, and unity. For specific details regarding the Thai Basic Education Curriculum B.E. 2551 (A.D. 2008), please see the appendix, or download the original document at http://www.act.ac.th/document/1741.pdf.
Common European Framework of Reference for Languages
Although the Thai Basic Education Curriculum B.E. 2551 (A.D. 2008) takes precedence over other standards or criteria, The IEP Department also makes use of the Common European Framework of Reference for Languages to ensure that our students are competitive for opportunities such as exchange programs and higher education abroad.
The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability.
It is used around the world to describe learners’ language skills.
The CEFR describes foreign language proficiency at six levels: A1 and A2, B1 and B2, C1 and C2. It also defines three ‘plus’ levels (A2+, B1+, B2+). Based on empirical research and widespread consultation, this scheme makes it possible to compare tests and examinations across languages and national boundaries. It also provides a basis for recognizing language qualifications and thus facilitating educational and occupational mobility.
The CEFR’s illustrative scales of “can do” descriptors are available in a bank of descriptors together with many other related descriptors.