One of the main goals of CELCIS is to provide students with adequate English proficiency to perform academic reading/writing and speaking/listening tasks. Using appropriate and accurate grammar is viewed as a prerequisite to being able to complete these tasks. CELCIS believes that grammar cannot be successfully internalized through learning only the rules of grammar in isolation, nor can it be separated from oral and written communication. Therefore, the CELCIS curriculum recognizes the inseparable relationship between the form, meaning, and usage of grammatical structures.

The Grammar & Communication courses emphasize the development of students abilities to produce oral and written English. The ability to use grammatical structures to complete communicative tasks is the ultimate goal of the CELCIS Grammar & Communication courses. Instructors also take into account that students have different strategies for learning grammar (some learn inductively, while others want explicit instructions in rules; some prefer visual explanations and charts, while others learn without exposure to formal explanations). Instruction in the Grammar & Communication courses seeks to use a combination of these teaching modes. In addition, grammatical structures are recycled throughout the levels of the program, so that students are exposed to them more than once.

The Grammar & Communication courses distinguish four "processes" for the introduction, practice, and mastery of grammar. Students are expected to develop an awareness of the relationship of grammar to meaning. This is the first step in the development of accurate grammar use. This process includes extensive exposure to meaningful contextualized language. Second is the process of developing self-editing skills for grammatical accuracy in writing and speaking. Since language learning is a developmental process, self-editing is a necessary tool for communication. In addition, self-editing helps to deepen students knowledge of the language and is a necessary strategy for production of academic oral and written communication. The third process is to improve accuracy in spontaneous speaking and writing. Finally, students need to develop fluency in both speaking and writing. Fluency, or ease and comfort with the language, can be developed through extensive opportunities to produce language in meaningful contexts.

PROCESSES

EXPLANATION & APPLICATION

Develop fluency in writing and speaking

Fluency, or comfort in generating ones own ideas in English, is essential for effective and efficient oral and written communication. This can be developed through extensive opportunities to produce English in meaningful contexts.

Increase grammatical accuracy in writing and speaking

To increase accuracy in written and oral communication, students are exposed to and practice (both inductively and deductively) new and recycled grammatical structures in both controlled situations and in communicative contexts. As students experience more exposure to grammatical structures appropriate for their level, they move toward producing more spontaneous, accurate writing and speaking.

Self-edit for accuracy in writing and speaking

Self-editing for grammatical errors helps develop awareness of the structures. Self-editing is an ongoing process that has two ends: (1) it helps the student develop a deeper awareness of how the grammar works; (2) it is a necessary strategy for accurate production of academic written and oral communication.

Develop awareness of the relationship of grammar to meaning

Students develop an awareness of the relationship of grammar to meaning through extensive exposure to meaningful contextualized language. Explicit instruction in this relationship can increase students awareness. This may involve seeking examples of specific grammar structures through listening and reading activities. Development of this awareness may serve as the first step in the ability to produce grammatically correct language; first, with conscious awareness, and later, unselfconsciously.

INTEGRATED

DISCRETE

Develop fluency in speaking

• Develop fluency in writing and speaking
• Increase grammatical accuracy in writing and speaking
• Self-edit for accuracy in writing and speaking
• Develop awareness of the relationship of grammar to meaning

• Self-editing of own writing
• Journal writing
• Instructor evaluation of writing and speaking

• Objective grammar exams
• Controlled textbook exercises
• Analysis of specific grammar structures in student writing