English for Teaching Purposes
International teaching assistants (ITAs) are placed in ENGL 180 based on their results on the Oral English Certification Test (OECT). ENGL 180 courses can only be added to students' schedules by completing an add-slip in 1137 Pearson Hall in person and then submitting the add slip to the Enrollment Services Center, Room 10 (campus map). Students CANNOT enroll in ENGL 180 via AccessPlus.
Registration for English 180
- Complete this Student Information Form (download here). Make sure you indicate the times that are available for you.
- Email your completed Student Information Form to Lily Compton (email@example.com) and include any additional information, e.g. course schedule, or questions, etc.
- Wait for Lily Compton to email a time to pick up a completed add-slip.
Fall 2020 Schedule
|Course Section||Time & Place||Instructor|
|Online via Canvas||Tim Kochem|
|TR 12:40 - 1:55 pm||Closed|
MW 3:20 - 4:40 pm
MW 3:20 - 4:40 pm
TR 12:40-1:55 pm
General English 180 information
Students whose native language is English cannot take English 180 for credit. A student may take up to 3 sections of 180 (180A, 180B or C, and 180D) in total. Only one section can be taken per semester. The credits of English 180 do not apply toward graduation as the course is offered on a satisfactory-fail basis. English 180 classes are offered each spring and fall semester.
Students are placed in English 180 based on their results on the Oral English Certification Test (OECT). Classes are kept small to allow individualized instruction. Priority is given to students who are currently on TA appointments.
Section A - Low-Intermediate Spoken English: 3 Credits. The emphasis is on pronunciation improvement and greater fluency.
Section A is for those with lower scores on Oral Proficiency Interview (OPI) and TEACH, or with particular language problems such as pronunciation. The focus is on improving oral English skills through focused practice: working on increased language fluency; analyzing the sounds of American English and how they're produced; developing monitoring skills; discussing and practicing effective communication strategies, such as varied clarification questions; discussing cross-cultural issues; practicing basic classroom communication skills such as eye contact, use of the blackboard, and asking and answering questions appropriately. Students prepare for and give 2 presentations that are videotaped for feedback and practice.
Section B/C - Intermediate Spoken English: 3 Credits. The emphasis is on the prosody of speech as well as on interactive oral communication.
Section B (fall semester only) is for those with middling scores on the tests or a variety of communication problems. The focus is on communicating in an American classroom: improving spoken English, including fluency, pronunciation, and grammar; using communication strategies that compensate for language problems; observing and discussing cultural differences; creating an interactive classroom; handling and responding to student questions; presenting information in an organized and effective manner; giving videotaped presentations and receiving individual feedback on them.
Section C (spring semester only) is for those with middling scores on the tests, and often these students are in their second semester of 180. It combines parts of section A and parts of section B depending on the individual needs of the students in the class. In other words, it will include work on oral language, communication skills, and effective classroom and teaching techniques. Oral presentations will be videotaped for self-evaluation and instructor feedback.
Section D - Advanced Spoken English: 3 Credits. The emphasis is on presentation skills, developing explanations, leading discussions, etc. in a teaching environment.
Section D is usually for those who are at Level 2 on OECT. Students at this level are often already teaching recitations or labs for their departments. The class meets to discuss classroom and cross-cultural issues and practice skills such as explaining problems, leading students through a problem with questions, handling student questions and problems, organizing presentations, and pronouncing technical vocabulary. Students make several videotaped presentations which they evaluate themselves and discuss with their instructor. They observe and report on classes in their department taught by faculty and experienced TAs. The 180 instructor also observes the students' real classroom or lab teaching and gives them individual advice.