English is the medium of instruction at the American University of Sharjah. Competence in that language is a prerequisite for student success. The mission of the Intensive English Program (IEP) is to prepare learners to enter the university and excel as students.

Admission and Placement
Students who score below 520 on the Test of English as a Foreign Language (TOEFL) and who otherwise qualify for admission to AUS are eligible for admission into the IEP. Placement into one of the five proficiency levels of the program is based on placement and standardized proficiency test scores.

Organization of the Program
The IEP consists of six levels and is graded in terms of language proficiency. The aim of instruction is to improve the English language skills of each student in the areas of reading, writing, listening and speaking, and in the use of grammar and vocabulary. The instruction is also tailored to meet the individual academic learning needs of the students. The IEP program levels are detailed in the IEP Program Organization table below.

Pedagogical Format
The focus of instruction at the lower levels is on general English. As language proficiency increases, IEP courses become more academic in nature. By the advanced level, course work begins to simulate full academic, credit-bearing courses. In addition, throughout all of the levels, courses are given in reading and writing. These two skill areas must be taught at every level. The core skill components of the program are summarized in the text that follows.

Reading
The fundamental goals of the reading skills component are twofold: to improve student reading comprehension and to increase student reading speed. These goals will be met through the extended practice of a variety of reading skills within a diverse range of text forms and genres. Students will also gain an understanding of, and an appreciation for, the importance of reading both inside and outside the academic setting.

Writing
The writing component is designed to lead the student through the different steps of the writing process, from generating and organizing ideas to writing, editing and revising written work.
Students will develop a range of skills necessary to produce academic texts, from basic sentences to university papers. The emphasis of instruction will be placed on developing fluency, grammatical accuracy and lexical accuracy by analyzing and practicing in the various rhetorical modes needed for academic writing.

Listening
The primary goal of the listening component is to develop and improve the ability of each student to effectively comprehend English in academic and social settings. This goal will be met through practice in interactive listening activities which focus on understanding spoken English. The emphasis in lower level courses will be on understanding conversations, determining main ideas and details, and comprehending short lectures. The emphasis for higher level courses will be on improving comprehension of longer and more complex academic lectures, developing clear and accurate methods of taking notes, and organizing information in a useful format.

Speaking
The focus of the speaking component is to prepare students to communicate successfully in the social and academic environments of the university. Improving both fluency and accuracy are the goals of all courses in this area. Instruction will be given in how to express an opinion articulately, agree or disagree effectively and persuade and argue a point convincingly. The emphasis will be on developing the ability of each student to make speeches and oral presentations, to gather information, to participate in classroom and panel discussions, and to use computer technology for research and presentations.

Grammar
The aim of this component is to integrate grammar into four language skills: reading, writing, listening and speaking. The goal is to develop grammatical accuracy within written and oral contexts and to increase comprehension within listening and reading contexts. The emphasis is placed not only on knowing the forms but also on understanding the functions of grammatical structures in order to produce accurate language in appropriate contexts.

Vocabulary
Vocabulary is not specifically associated with a particular skill area; instead it is an integral part of every language skill. Therefore, its development must be integrated into all courses in the Intensive English Program. By the time the students are ready to exit the IEP, they will have become familiar with much of the academic vocabulary necessary for success in their university studies.

Instructional Hours
On average, students receive 20 hours of classroom instruction a week. In addition, students in the first four levels are required to participate in a self-access program for five hours each week. This program consists of completing independent learning modules in the computer lab, reading lab and video lab.

Methods
All instructors are specially trained and experienced in teaching English across the curriculum. The methods, materials and equipment used are all state-of-the art and are targeted to meet student needs. As much individual attention as possible is given to students.

Evaluation
Progress tests are administered regularly. Practice tests, quizzes, midterms and final examinations are given to assess student progress in the English courses. Promotion to freshman status or to a higher level in the program is determined by examination and instructor assessment.

Duration
The length of time required to complete the program varies with the linguistic background and performance of the student. Students who enter with scores below 400 on the TOEFL will most likely require more than two semesters to complete the English language program.

Attendance
Classes meet daily, Saturday through Wednesday. Because of the intensive nature of the program, regular attendance in all courses is expected. Students are required to attend at least 85% of all IEP courses. If students miss 15% of the total classes for the semester, they will be dismissed from the program. Also, an absence, whether excused or unexcused, is still an absence. Therefore, missing class for any reason (e.g. illness, traffic accident, visa problem) will count as an absence from class.

Tardiness
Classes begin on time and students are expected to be in class on time. Students who arrive late disrupt whatever activity is being performed. Three occasions of tardiness count as one absence.

Programs at the IEP:
SIEP (Summer Intensive English Program)
LEAP (Learn English in an American Program)