English for Academic Studies
- Program Code:
- Conestoga Language Institute
- Academic Year:
- 2017 / 2018
- Accelerated Delivery?
About the ProgramThis four-level English Language Studies program focuses on the listening, speaking, reading, and writing skills required for college/university studies. Students start at a level determined by scores on an in-house placement test or an internationally-recognized English language test such as TOEFL or IELTS. In levels 2 and 3, students reinforce English skills through Canadian Perspectives courses, as well as through core English skills courses. Concurrent with English studies in Level 4, students take post-secondary credit courses including Student Success for Higher Learning.
Domestic students (Canadian citizens, permanent residents, and refugee claimants) wishing to pursue English language studies should enrol in General Arts and Science: English Language Studies.
Program InformationLength: One-year Certificate program
Doon (Kitchener) - September/2017 - Fall
Doon (Kitchener) - October/2017 - Fall
Doon (Kitchener) - January/2018 - Winter
Doon (Kitchener) - March/2018 - Winter
Doon (Kitchener) - May/2018 - Spring/Summer
Doon (Kitchener) - July/2018 - Spring/Summer
Location: Doon (Kitchener) and Waterloo
Start: September, January, and May
First-Year Capacity: 150
- You must be at least 18 years of age to enter the EAS program of study.
- Complete and submit an application form through the International Education Office.
- Applicants to the program will be required to write the in-house Conestoga English Language Test (CELT) to determine placement in the correct level in the program OR submit test scores from internationally recognized English language tests for placement in the correct level in the program, e.g., IELTS, TOEFL, TWE, MELAB, EIKEN.
- The following criteria must be met in order to progress to the next level of the program:
- Students must pass all core courses; the minimum passing mark is 70%.
- Students who fail one (1) or more courses must retake all core courses at that level.
- Students who fail one (1) core course may be allowed to continue at the discretion of the department.
- Students who fail more than one (1) core course in the same level twice will be discontinued from the program.
- Level 4 students who fail two or more core courses must retake all core courses at Level 4.
- One core course failed at Level 4 must be retaken, and a maximum of two credits may be allowed in that semester in some diploma programs in the college.
- CORE COURSES: Listening/Speaking, Pronunciation, Writing, Reading, Canadian Perspectives 1 & 2.
Tuition & Fees
Domestic fees are currently unavailable; please check back at a later time.
International fee details for the 2017-2018 year are listed below. Books and supplies are additional.
Financial AssistanceFinancial Assistance is not available for this program.
Graduate OpportunitiesStudents who have successfully completed this program will have met the English language requirements for most post-secondary diploma programs at Conestoga.
For more details on related occupations, job market information and career opportunities, see the Government of Canada website: http://www.workingincanada.gc.ca
Pathways & Credit TransferConestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions.
Often applicants have earned credits from another college or university that may allow a student to be granted advanced standing or exemption. Learn more about credit transfer opportunities at Conestoga.
Prior Learning Assessment and Recognition (PLAR)Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Prior learning must be measurable at the required academic level and meet Conestoga standards of achievement for current courses. Challenge exams and portfolio development are the primary methods of assessment. Other methods of assessment may be available depending upon the nature of the course objectives. Successful completion of the assessment results in an official course credit that will be recorded on the student's Conestoga transcript. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.
Learn more about PLAR.
|Course Code||Course Title and Description|
Description: This is the first of four courses in pronunciation. In this course, students begin to learn to produce vowel and consonant sounds through identification of articulators and areas of articulation, air pathways, and vibration of vocal cords. Stress and intonation are introduced.
|ELS1610||Reading Comprehension I
Description: This is the first of four courses in reading. Vocabulary building is the major focus in this course. Students also practice scanning for information in a variety of everyday texts. Recognizing basic grammatical sentence elements is also emphasized. Both intensive and extensive reading are encouraged.
|ELS1620||Listening and Speaking I
Description: Students learn language functions used in social interaction. Topics such as the use of telephone and banking services are introduced. Discussion centres around clothing, entertainment, and health. Listening exercises improve aural comprehension.
|ELS1630||Written Communication Skills I
Description: This is the first of four courses in written communication. Students learn the basic grammatical structures used in speech and writing, with emphasis on the use of basic tense forms and familiarity with the functions of the parts of speech. Basic rules of lexicography are covered. This is then applied to paragraph development. Journal writing is introduced.
Description: This is the second of four courses in pronunciation. Factors affecting comprehensibility such as syllable and sentence stress and unstress, intonation and rhythm are a focus. Students continue to learn to produce vowel and consonant sounds and to practice pronunciation features such as linking and spelling/sound correspondence. The correspondence between pronunciation and paralinguistic cues is introduced.
|ELS1650||Reading Comprehension II
Description: This is the second of four courses in reading. Students continue to work on scanning exercises as well as begin to skim short texts related to topics such as health, education, and entertainment. In this course, students begin to focus on recognizing a variety of reading structures. Students use both top-down and bottom-up processing skills to decode meaning from texts. Vocabulary building continues to be a major focus in this course.
|ELS1660||Listening and Speaking II
Description: Students review and continue to learn language functions used in social interaction. Topics such as the use of telephone and banking services are continued. Discussion of emergency procedures, health, entertainment, and education continue. Listening exercises improve aural comprehension, and dictations introduce lecture note-taking skills. Impromptu speeches on a variety of general topics are introduced.
|ELS1670||Written Communication Skills II
Description: This is the second of four courses in written communication. Emphasis is placed on the development and use of basic English structures and verb tenses, including present perfect and past progressive tenses, past participles, modals and gerunds. Structures are practiced in several paragraph types leading to the production of simple essays. In addition, students are required to keep a journal throughout the course. The writing of simple business and personal letters is encouraged.
|LIBS1790||Canadian Perspectives I
Description: This course introduces students to issues relevant to life in Canada. Students will acquire a basic knowledge of geography, history and government as well as the social and cultural aspects of Canada through current print and electronic materials.
Description: Specific areas to target are determined through an individual pronunciation analysis. Stress, rhythm, and intonation as features of speech which have great impact on intelligibility are emphasized. Students continue to learn to produce vowels, consonants, and consonant blends through practise and identification of articulators and areas of articulation, air pathways, and vibration of vocal cords. Students are encouraged to listen for their specific pronunciation errors, attempt to self-correct them, and move toward more natural-sounding speech.
|ELS1690||Reading Comprehension III
Description: In this course, students develop analytical and comprehension skills through reading and studying texts of intermediate-level complexity. Pre-reading skills as well as study skills such as making graphic organizers, summarizing, and analyzing formatted text are practised within an academic context. The vocabulary component includes recognition and use of context clues, study of common roots and affixes, and building of academic vocabulary.
|ELS1700||Listening and Speaking III
Description: In this course, students develop fluency in an interactive environment while participating in discussions/debates based on the content of in-class lectures. Students learn appropriate gambits and communication skills for a variety of social situations. Academic skills such as lecture note-taking and presentation skills are introduced and practised. Students deliver several presentations.
|ELS1710||Written Communication Skills III
Description: In this course, students learn the rules of structure necessary to produce clear and grammatically correct paragraphs and essays appropriate to college/university level proficiency. The course includes an in-depth study of verb tenses. Modals, conditionals, gerunds, infinitives, and prepositions are also studied. Students will develop and employ pre-writing, outlining, and editing techniques used in academic writing. Students will write journal entries, business messages, several short essays reflecting various patterns of essay organization, and a brief research project. Plagiarism and its consequences are presented and discussed.
|LIBS1800||Canadian Perspectives II
Description: This course enables students to explore the geographical, historical, economical, and political aspects of Canada. In addition, students will research academic and professional aspects of career development in Canada. Current print and electronic materials allow students to examine the challenges and opportunities presented in contemporary Canada.
Description: Specific areas to target are determined through an individual pronunciation analysis. Stress, rhythm, and intonation as features of speech which have great impact on intelligibility are emphasized. Students continue to learn to produce vowels, consonants, and consonant blends through practise and identification of articulators and areas of articulation, air pathways, and vibration of vocal cords. Students are encouraged to listen for their specific pronunciation errors, attempt to self-correct their occasional mispronunciation, and to approach fluent, native-like pronunciation.
|ELS1730||Reading Comprehension IV
Description: This course focuses on the development of academic reading strategies and the acquisition of vocabulary. Students practise techniques necessary for success in academic programs. Skills such as skimming, scanning, predicting, making inferences, interpreting exam questions, and reading critically to comprehend and evaluate passages are acquired. Students produce summaries and graphic organizers of academic texts of college-level complexity. Vocabulary development is approached through a systematic analysis of word formation and study of context clues.
|ELS1740||Listening and Speaking IV
Description: This course focuses on academic communication skills necessary for success at a post-secondary level. In the listening component, students practise academic lecture comprehension and note-taking by listening to in-class lectures from a variety of academic fields. Skills such as predicting, evaluating and organizing lecture content are practiced. Students learn appropriate gambits and communication skills for in-class discussions and debates. Students study practical techniques for developing and delivering a variety of oral presentations and participate in individual and group presentations on academic topics.
|ELS1750||Written Communication Skills IV
Description: In this course, students learn and apply complex grammatical structures appropriate to post-secondary level writing, including a review of tenses, gerunds and infinitives. Clauses, modals, conditionals, passive voice, and reported speech are also studied. Emphasis is placed on organizational patterns, prewriting techniques, proofreading, and editing. Research techniques such as library and Internet use are developed. Students produce several short essays and reports, and research, format, and document a research paper. Plagiarism and its consequences are presented and discussed.
|LIBS1810||Student Success for Higher Learning
Description: This course enables students to know and believe in themselves by taking advantage of resources and opportunities that will support their success in college. Students will identify their unique learning styles and develop strategies for achieving their academic, career and personal goals for reaching personal satisfaction.
Electives: Program Option
Student must complete a minimum of 42 Hours
View Program Option Electives
Please note that all courses may not be offered in all semesters. Go to your student portal for full timetabling details under "My Courses".
|COMP1894||Introduction to Word Processing and Spreadsheets
Description: During this course, students will learn to effectively use the Windows operating system, apply word processing techniques, create business presentations and explore the power of spreadsheets. Students will also learn the skills necessary to operate effectively within the Conestoga College computing environment. An emphasis will be placed on the development of solutions to business problems using commonly available software tools.
|ELS1760||English Skills - IELTS and TOEFL Preparation
Description: This course is designed to provide an overview of the knowledge and skills required for a non-native speaker of English to successfully complete the TOEFL and IELTS tests. Students are taught the listening skills, grammatical structures, reading skills, writing skills, and language functions required to complete both the written and oral sections of these tests. Students will practise answering questions such as those found on the TOEFL and IELTS, and write one practice test of each. One half of the course hours will be spent on each test. Test-taking strategies are also included.
|LIBS1025||Indigenous Studies: The North American Journey
Description: This course explores Canada's First Nations people's relationships with land, resources, cultures, and each other, as well as historical and contemporary relationships between Aboriginal people and settler governments in Canada. The course includes an overview of Indigenous cultures, colonialism, cultural and political re-emergence, and the importance of the wampum belt. The Truth and Reconciliation Report, UN Declaration of the Rights of Indigenous People, the Royal Commission on Aboriginal people, and the Ipperwash Inquiry will serve as core learning tools. Supporting the maintenance and revitalization of traditional indigenous values, languages, cultural identity and spirituality is highlighted. This is an experiential course and participation is required. Field trips will include a visit to the Residential School in Brantford, the building of a sweat lodge, and a visit to Crawford Lake.
Description: This course will help students to appreciate the interactions that occur between various natural processes in the oceans on a planetary scale. The students will develop an enhanced awareness of how the oceans influence humans' everyday life. They will better understand the processes that shape and transform the components of the Earth systems from planetary and regional prospective.
|LIBS1481||The Pleasure and Purpose of Music
Description: How does John Williams unify the Star Wars films through music? Why does the sitar music of Ravi Shankar put people in a trance? What is it about African drum music that makes people want to dance? The goal of this course is to enable students to understand the materials of music and music in four main social contexts throughout history: music in sacred spaces, music for the stage and screen, music among friends and music in public places. Musical developments will be explored from ancient to modern times. Through interactive activities and discussions, students will discover how music can both bring us pleasure and have purpose in our lives.
Description: This course introduces students to the fundamentals of live performance with a focus on voice, movement and character development. Students learn techniques for memorization and creating characters through mental preparation, voice and physicality. Students will develop the craft of memorizing and performing scripted pieces both on their own and in groups and will learn the fundamentals of improvisation. An appreciation of theatre is developed through an examination of the history of theatre and by attending and reviewing a live stage performance.
|LIBS1991||Restless Planet: Understanding Natural Disasters
Description: In this course, students will examine the dynamic interrelationships between physical (geological, atmospheric and hydrological) processes that cause various natural disasters, including earthquakes, tsunami, volcanoes, tornadoes, hurricanes, floods, landslides, wildfires, and weather related hazards. The main emphasis is to provide the students the tools to apply scientific concepts to our everyday experiences of natural disasters. Through scientific inquiry and active learning, such as case studies, interactive lectures, and assignments, the students will learn to analyze and evaluate the impact of the natural disasters on human population (environmental, socio-economic, political, cultural.)
- Identify and correct his/her individual grammar difficulties.
- Demonstrate competence in the use of complex grammatical structures in both speaking and writing.
- Differentiate between and produce the basic writing styles and formats used in college/university courses.
- Develop editing and proof reading skills.
- Produce a portfolio of English language written material.
- Develop a systematic approach to academic reading and vocabulary expansion.
- Recognize and correct his/her pronunciation difficulties.
- Initiate and participate in group discussions.
- Prepare and give a presentation/session.
- Identify his/her own learning styles and develop individual learning strategies.
- Utilize effective study skills techniques.
- Utilize critical thinking processes and problem solving techniques.
- Communicate effectively at a level appropriate to access further academic and vocational studies.
- Apply research techniques needed for English language post-secondary studies (including Internet access).
- Apply the basic techniques of career exploration to develop an academic/career plan.
- Outline the elements of Canadian culture, geography and history.
Program Related Resources
Program Advisory CommitteesThe College appoints Program Advisory Committee members for diploma, degree, certificate and apprenticeship programs. Committees are composed of employers, practitioners and recent program graduates. College representatives (students, faculty, and administrators) are resource persons. Each committee advises the Board on the development of new programs, the monitoring of existing programs and community acceptance of programs.
How to Apply to the ProgramDomestic students should apply using a Conestoga College Program Application Form. This form can be obtained from any Conestoga College campus OR by writing directly to the Registrar's Office OR by using the College website at www.conestogac.on.ca/admissions/forms.
Send completed applications to:
299 Doon Valley Dr.
Canada N2G 4M4
International students should apply online using a Conestoga College International Application Form. Please note: not all programs are open to international students. Interested students should check the listing of open programs on our international students web page before applying.
The College reserves the right to alter information including requirements and fees and to cancel at any time a program, course, or program major or option; to change the location and/or term in which a program or course is offered; to change the program curriculum as necessary to meet current competencies in the job market or for budgetary reasons; or to withdraw an offer of admission both prior to and after its acceptance by an applicant or student because of insufficient applications or registrations, over-acceptance of offers of admission, budgetary constraints, or for other such reasons. In the event the College exercises such a right, the College’s sole liability will be the return of monies paid by the applicant or student to the College.
Students actively registered in cohort delivered programs who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.