The Intensive English program is for students at QSI ASTANA who are in need of special English language assistance and for whom English is not a first language. The main goal of Intensive English is to bring students as rapidly as possible to a level of academic English, including oral competency, which allows them to transfer to regular classes. Students are assigned to levels that best meet their needs.

Placement in the Intensive English Program

Students with limited English proficiency will be tested and placed appropriately into the Intensive English Program.

1.     Students in the 6 through 13 year-old classes whose English skills are below grade level may be admitted to the Intensive English Program. Tests administered by the Intensive English Coordinator or other school personnel will determine placement.

2.      Students at the Secondary One or older program (secondary school) who apply for admission to the school are expected to have a proficiency level in English which allows them to perform satisfactorily in regular classes. If a student lacks English fluency, a one or two year delay in graduation from secondary school may be necessary as competency in the English language is obtained. This decision will be discussed with the parents during February/March of each year.

3.     Students in the Intensive English Program work on the same unit statements as those students in mainstream English classes whenever possible.

The Intensive English Literacy course is designed primarily for students who are not native English speakers and are beginning their English language studies. It is a foundational English language course for building communication skills incorporating speaking, listening, reading and writing. The course has a strong emphasis on building oral literacy and academic language (Academic language is the language used in textbooks, in classrooms, and on tests.  It is different in structure and vocabulary from the everyday spoken English of social interactions). The goal is to prepare the students for a smooth transition to their mainstream classroom and foster a love of reading and writing.

 This course is designed to meet between 10-20 periods a week, with a period being a minimum of 45 minutes. Students will progress through these units at different rates depending on speed of language acquisition in listening, speaking, reading, and writing.  Instruction is designed to move students from guided to independent learning through the use of a workshop approach.  Workshop practices will include a combination of mini-lessons and large group instruction, small group work and individual activities.