Real OutcomesEC’s Academic Architecture

USA / CANADA / UK / MALTA / SOUTH AFRICA

Who We Are

The last 25 years have seen EC grow into a global network of 21 schools in five

English-speaking countries spread across three continents.

EC continuously works to stay at the forefront of advances in education and

technology, and works to deliver real, measurable outcomes for its students.

As a family-run organisation, we remain true to our roots and to our mission

– to help students succeed in a global community, and become part of an

international conversation.

Andrew Mangion Executive Chairman Treasurer, ALTO | President FELTOM (former)

With almost 20 years of experience in the industry, Andrew has been a key player in growing our organisation.

May Arthur Executive Vice President AIRC Board Advisor | NAFSA Representative | President English USA (former)

May has been central to the development of our network of US schools and currently heads our Higher Education division.

Mike Xuereb Chief Executive Officer Director, Enterprise Board | Director, English UK

As CEO, Mike has been instrumental in EC’s growth and success through his skilled handling of our operational division.

Caroline O’Neal Product Development Director President, English USA

Caroline has over a decade of experience working in International Education with a variety of respected institutions.

industry leadersAll EC schools are accredited by the leading associations in their respective countries and also by major international organisations.

Members of our senior executive team hold board-level positions in these organisations, which are driving our industry forward.

Chain School 2007, 2008, 2010, 2012, 2013, 2014, 2015Junior Course for Under 18s 2010, 2011, 2012, 2013, 2014

Chain School 2011Innovation of the Year 2009, 2010

US

Canada

Malta

South Africa

UK

for the teaching of English

thought leadersBeing at the forefront of educational design in the English language sector, our academic team members are regularly invited to lecture on current trends and subjects in their fields.

Our professionals are always ready to share their expertise and lead the discussion. Below are some of EC’s most recent contributions to current industry conversations.

Industry Event Subject EC Contributor

English USA

Beyond Scores: Building Learner Autonomy Bindu Vargese Director of Studies, EC New York

Action Research: Ultimate Teacher Development Sarah Glinski and Gillian Davidson EC Regional and Global Academic Directors

Creating a Community of Leaders Autumn Garrett Academic Coordinator, EC San Diego

IATEFL

Peer Teaching for Pronunciation Lessons Bindu Vargese Director of Studies, EC New York

Action Research: Ultimate Teacher Development Sarah Glinski EC Regional Director

Textploitation David Bryne and Mark Heffernan EC Teachers

Pronunciation Steve Bliss Continuous Professional Development Coordinator

Preparing for IELTS Deb Hobbs EC Teacher

Using Technology in the Language Classroom Ryan Parmee Director of Studies, EC Cambridge

English UK Management Building a Community in a Multi-centred Organisation Gillian Davidson EC Global Academic Director

Ireland ELT Communication in a Multi-centred Organisation Gillian Davidson EC Global Academic Director

IATEFL BESIG Barcelona Should Teachers be Good Learners? Taona Knights Director of Studies, EC Vancouver

ACCET Conference Developing Policies in Compliance with ACCET Sarah Glinski EC Regional Academic Director

TESOLDigital Storytelling Jamey Sadownick

Director of Studies, EC Washington, DC

Using Cahoot (online application) Alena Acker Assistant Director of Studies, EC New York

Curriculum Design

Jen Meldrum Curriculum Director

MA Applied Linguistics, University of Illinois;

BSc Technical Communications, Clarkson University

Jen, formerly Managing Editor at Oxford University Press, is author of two ELT course books. She has 10 years’ teaching experience in Syria, UAE, Korea, and China.

Dr Annica SchjottInstructional Designer

PhD Francophone Studies & MA Learning Sciences,

Northwestern University

With a background in developing online language learning tools, Annica is also a former language instructor at Northwestern University and Pantheon-Sorbonne University.

Dave SymondsEducation Technologist

MA Education Technology, University of British

Columbia; MA Linguistics, University of Birmingham

With almost a decade of experience teaching English in Korea, Dave has a first-hand understanding of how technology enhances the language learning process.

This is the team of Curriculum Design & Technology specialists who devise EC’s curriculum, based on measurable data collected from students over many years.

Their innovative approach, continual research, and contribution to industry debate keep EC at the forefront of advances in language learning methods and technology.

meet the team

delivering success to thousands

Student Nationality Breakdown

SAUDI ARABIAN 11%

COLOMBIAN 5%

TURKISH 4%

KOREAN 11%

SWISS 8%

BRAZILIAN 12%

LIBYAN 12%

ITALIAN 12%

JAPANESE 9%

OTHER 30%

143nationalities

Student Age Breakdown

-12

13-17

18-25

26-35

36-45

46+

Every one of our 45,000 students per year has a different set of life goals, strengths and challenges. EC designs programmes that deliver reliable, targeted success to every individual.

Research underaken by our Curriculum Design team includes analysis of EC’s own data, extensive academic research and years of professional experience.

From this, we know the key to success for every student, across different backgrounds, nationalities, and ages, is an academic experience that is both personalised and focused on real, deliverable outcomes.

05Countries

03Continents

143Nationalities

45,000Students per year

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EC’s Global Spread

143Nationalities

our academic principles

invest in real resultsOur team’s independent research has shown that full immersion study abroad is by far the best way to acquire a new language.

Learning online or in one’s home country can help lay the foundation for basic vocabulary and grammar rules, but offer little in terms of building productive skills and overall proficiency. With these techniques, motivation too is compromised.

All this means students looking for a fluent command of the language should seek an immersive experience encompassing comprehensive academic instruction and support.

Personalisation We teach according to every student’s needs and abilities.

Real outcomes Learning is designed to achieve every student’s goal.

Scientific approach Continual data capture and benchmarking ensures every student is on track.

We design all aspects of the EC academic experience around the following key principles.

Projected hours to progress per CEFR level

0 50 100 150 200 250 300 350 400 450 500

full immersion

in-country*

online* 450

255

180

*With limited productive skills

Projected hours to progress per CEFR level

0 50 100 150 200 250 300 350 400 450 500

full immersion

in-country*

online* 450

255

180

*With limited productive skills

Upper Intermediate Course MapWeek of

5 Jan 201530 Mar 201522 Jun 201514 Sep 20151 Dec 2015

12 Jan 20156 Apr 2015

29 Jun 201521 Sep 20158 Dec 2015

19 Jan 201513 Apr 20156 Jul 2015

28 Sep 201515 Dec 2015

26 Jan 201520 Apr 201513 Jul 20155 Oct 2015

22 Dec 2015

Unit 3 Unit 4 Unit 2 Unit 1

Speak Out Upper - Intermediate

3.1: S.1; R.1; R.3; used to/would; W.3 or W.73.2: L.1; L.3; future review; S.43.3: S.4; W.1; S.103.4: L.2; W.7

4.1: E.7; R.4; S.6; R.6; P.24.2: E.2; L.2; R.2; E.64.3: S.1; S.3; S.94.4: W.1; L.2

2.1: R.1; R.22.2: E.1; S.3; S.5; L.2; L.3; W.22.3: S.7; S.9; L.2; L.12.4: L.2; W.3

1.1: S.1; S.3; L.2; indirect questions; informal email1.2: E.3; S.6; S.4; S.1; R.11.3: S.1; S.41.4: L.2; write a summary

Supplement P.7 P.6 P.5 P.1E.3

Club Days Speaking: S.4 = be able to find out and pass on detailed information

Speaking: S.5 = complain Speaking: S.3 = sustain an opinion

Speaking: S.2 = weigh advantages and disadvantages

Listening: L.1 = understand main ideas of complex speech on concrete and abstract topics

Listening: L.4 = understand announcements and messages

Listening: L.3 = take notes Listening: L.2 = understand details in standard spoken language

Reading: R.6 = inference Reading: R.4 = read short stories and novels

Reading: R.1; R.2; R.7 = read articles independently, take notes and summarize

Reading: R.2 = grasp content and significance of articles and reports

Writing: W.1 = clear and detailed descriptions

Writing: W.4 = summary from number of sources

Writing: W.3 = write about advantages and disadvantages of something

Writing: W.2; W.4 = read various points and make an argument

Week of

2 Feb 201527 Apr 201520 Jul 201512 Oct 201529 Dec 2015

9 Feb 20154 May 201527 Jul 201519 Oct 20155 Jan 2016

16 Feb 201511 May 20153 Aug 201526 Oct 201512 Jan 2016

23 Feb 201518 May 201510 Aug 20152 Nov 201519 Jan 2016

Unit 5 Support Week Unit 9 Unit 7

Speak Out Upper - Intermediate

5.1: R.25.2: conditionals; L.3; L.2; R.5; W.55.3: S.4; S.10;5.4: L.2; W.1

W.6W.4R.6P.2S.10L.3S.7

9.1: E.89.2: E.69.3: S.5

7.1: L.2; reading; S.37.2: E.4; discursive essay7.3: P.4

Supplement P.5; P.1 P.7 P.1P.3

Club Days Speaking: S.8 = present an issue in a critical mannerSummarize and present one view.

Speaking: S.4 = ask follow up questions and get clarification

Speaking: S.8 = present an issue in a critical manner

Speaking: S.2 = participate in decisions made in discussions

Listening: L.1 = understand main ideas of complex speech on concrete and abstract topics

Listening: L.2 = understand details in standard spoken language

Listening: L.3 = take notes Listening: L.4 = announcements and messages

Reading R. 5 = graphical information

Reading: R.7; R.1 = read different points of view on one issue.

Reading: R.7 = Be able to summarize a text from notes

Reading: R. 4; R. 7 = short stories and summarize

Writing: W.2 = develop a clear argument, expanding and supporting points with examples

Writing W.7 = biographical de-tails in experience

Writing: W.3 = write about advantages and disadvantages of something

Writing: W.6 = succinct thoughts (tweets)

our curriculumWe take a structured and outcome focused approach to our learning architecture. Outcomes at every level are mapped to global standards, with targeted skills training to ensure we are meeting every student’s individual needs.

Level Descriptor for Upper Intermediate(cefr b2)Ref: Common European Framework of Reference for Languages: Learning, teaching, assessment by Cambridge University Press and EAQUALS British Council Core Curriculum

SPEAKINGOn completion of this level you should:

be able to participate easily in conversations, expressing ideas naturally with effective turn-taking.

be able to evaluate advantages and disadvantages of various options and participate in decisions made in formal or informal discussions.

be able to sustain an opinion by providing relevant explanations, arguments, and comments.

be able to find out and pass on detailed information, ask follow up questions and get clarification.

be able to make a complaint effectively, explaining the problem and demanding appropriate action.

be able to give clear, detailed descriptions on a wide range of subjects related to my interests.

be able to develop a clear argument, expanding and supporting points with examples.

be able to present an issue in a critical manner. be able to summarize information and

arguments from a number of sources. be able to expres certainty, probability, and

doubt.

LISTENINGOn completion of this level you should:

be able to understand the main ideas of complex speech on concrete and abstract topics.

be able to understand in detail what is said in standard spoken language.

be able to catch much of what is said around you but may find it difficult to understand speakers who do not modify their language in any way.

be able to follow and take notes on academic and professional presentations.

understand announcements and messages spoken in standard dialect at normal speed.

PRONUNCIATIONOn completion of this level you should:

be confident when spelling aloud. hear and use weak forms of auxiliary verbs. be aware of word and sentence stress. be aware of use of intonation to express

meaning. have knowledge of common homonyms and

homophones. be aware of shifting stress when word forms

change. hear the difference in a variety of minimal pairs.

WRITINGOn completion of this level you should:

be able to write very clear and detailed descriptions.

be able to develop a clear argument, expanding and supporting points with examples.

be able to write about an issue in a critical manner, weighing the advantages and disadvantages of options.

be able to write a summary of information and arguments from a number of sources.

be able to write formal documents related to your field.

be able to write succinct thoughts (tweets). be able to report experiences, incidents, and

events with biographic details.

READINGOn completion of this level you should:

be able read independently, using a dictionary. be able to grasp the content and the

significance of articles and reports on topics related to your interests .

understand texts in which the writers express specific points of view (e.g. political commentary, critiques).

be able to read short stories and novels written in straightforward language and style.

be able to label graphical information using information from a text.

be able to understand inferred information. be able to take notes from a text and

summarize it.

ENGLISH IN USEOn completion of this level you should know:

all passive forms, including passive with modals

regrets and hopes (wish/if only) all past tenses: past perfect, past perfect

continuous reported speech relative clauses modals: should have/might have modals of deduction and speculation linkers: although, in spite of, despite exposure to narrative tenses phrasal verbs, extended verbs with gerunds or infinitives how to express cause and effect and contrast colloquial language

how to talk about: technology, scientific developments global environmental issues; future of the

planet international events social issues, news, and current affairs

Learning OutcomesThese are planned out and benchmarked to global standards, set by EAQUALS, the British Council and The Common European Framework for Languages.

Curriculum MappingThese outcomes are then mapped against each course. All teachers follow a specific guide, which provides content and a plan to cover all learning goals.

Skills FocusWe create unique, targeted content to help students develop each of the four skills. This allows us to tailor learning for groups with specific linguistic needs.

Course MaterialsWe select only the best resources from top publishers. We have carefully analysed and mapped the content to EC’s learning outcomes.

ec onlineWith EC Online we deliver the ultimate personalised learning experience, enabling students to optimise their learning.

EC students use this exclusive digital platform to track their entire academic journey, access a wide range of top learning materials, and receive individual communication and guidance directly from their teacher.

For EC, ‘the future is here’. We know technology has an exciting part to play in both learning in general, and language acquisition in particular.

BEGINNERYou have a very basic knowledge of vocabulary and simple grammatical structure. You can invite someone somewhere (Let’s….) and talk about your past.

ELEMENTARYYou understand most conversations spoken slowly and clearly. You can give someone simple directions on the street.

PRE- INTERMEDIATE You speak fairly easily on everyday ma�ers. You can explain what you need from service providers.

INTERMEDIATE You can communicate easily on everyday ma�ers but have a limited range of expression. You can have a conversation on the telephone.

UPPER-INTERMEDIATE You can use the language with some confidence but with noticeable lapses in accuracy and fluency. You can give a short business presentation in English.

PRE-ADVANCED You can use the language with confidence. You can read English newspapers, follow TV news and apply for an English-speaking job.

ADVANCED With a good command of English, you can read and write accurately with few errors. You can understand most academic texts and lectures.

PROFICIENCY You have near-full command of the language. You can use industry terms for your field of study.

A1

A2

B1

B1+

B2

B2+

C1

C2

EC LEVELS

24 lessons per week

30 lessons per week

20 lessons per week

IELT

S 3

.0-3

.54.

0-5.

05.

5-6.

57.

0-7.

58.

0-9.

0

TOEF

L35

- 45

46 -

6566

- 85

86 -

105

106

- 120

CA

MB

RID

GE

140

150

160

170

180

190

200

210

220

230

FCE

CA

E

CP

E

BEC

BU

LATS

B A

C

B A

C

B A

C

TOEI

C60

5 - 7

8078

5 - 9

0090

5 - 9

9040

5 - 6

0025

5 - 4

0010

- 25

0

HIG

HER

VA

NT

AG

EP

RE

LIM

INA

RY

90

756

04

020

guaranteed outcomes

Nationality Average weeks required to progress one level*

All students 12.2Brazilian 12.4French 11.0Japanese 13.1Korean 13.6Russian 8.4Saudi 14.9Swiss 11.5

* Based on Oxford University Press Online entry and exit level test results of over 14,000 EC students in 2015

The progress planner below is based on real learning and real results, which show that EC students progress, on average, one level every 12 weeks.

The EC Guarantee states that if a committed student taking Intensive English (22.5 hours per week) does not progress as shown on our Progress Planner below, EC will give them all the extra lessons, support and guidance to get them there, free of charge.

Oxford Unviersity Press Online Test At the beginning and end of their learning journey, EC students take the Oxford Online Test, a powerfully accurate test developed by Oxford University Press, which gives an externally validated assessment of their overall progress.

Progress Testing Every six weeks students also take a progress test, written exclusively for EC by former Oxford, Cambridge, and Pearson published authors. Assessing all four language skills, progress can be shown by level, compared to other students, and tracked to each unique learning outcome.

Student Reports Reports are generated that give detailed feedback on strengths and weaknesses, as well as overall progress.

rigorous, ongoing assessment

all day learning: sample weekEC students experience a fully structured learning week, which can be adapted to their individual needs and abilities, and the outcomes they require.

Student reports include tracked progression data across all four skills, and personal teacher assessment

Integrated skills lesson Skills focus lesson Special focus lesson Language workshop

Monday Tuesday Wednesday Thursday Friday

Core English: American English

Explaining why something is a problem.

Make predictions before you read.

Practice –ed/-ing endings

Language workshop: Coffee & Conversation

Stories In the News

Core English: American English

Listen to a conversation.

Make a prediction and confirm.

Maintain a conversation by agreeing and disagreeing.

Language workshop: Lecture series

Lecture on CSR by local business owner

Core English: American English

Understand main ideas in a reading passage.

Modals: ought to / could

Lunch

Special focus:Academic English

Read about recycling

Special focus:Academic English

Brainstorming and organising. Write first draft: Is it better to repair or buy new?

Special focus:Academic English

Editing exercise. Review writing and discuss how to improve it. Re-write.

Special focus:Academic English

Hand in final paper and work with a partner to present ideas to the class.

Special focus:Academic English

Take notes and listen to presentations on ideas for upcycling.

Language workshop: Pronunciation Clinic

Targeted practice

Skills PracticeReading & Writing Write a story others can follow.

Understand the main points from a story.

Language workshop: Writing Practice

Writing a Personal Statement

Skills PracticeListening & Speaking

Express feelings about a situation.

Listen to a lecture and identify the main ideas and details.

Language workshop: Homework Club

Structured after school study, social and cultural activities

Mor

ning

Aft

erno

onEv

enin

g

measuring satisfaction We are the only English language school to employ the Net Promoter Score (NPS) system – a powerful feedback tool used by companies famous for customer loyalty, such as Apple and Virgin.

NPS is based on the question “On a scale of 1-10, how likely are you to recommend..?” with space for respondents to give a reason.

teaching standardsWe continually monitor teacher performance, to ensure the highest quality of our academic delivery. Teachers are assessed based on regular observation, and also via student NPS feedback.

For EC, only the best is good enough. We survey students throughout their stay, taking immediate action for every score we receive below 9.

Student feedback via NPS has helped us develop all aspects of the EC experience, from our school design, to our courses, to our teacher/student interactions.

We offer personalised professional development courses for staff, and all EC teachers attend a number of training events or tasks throughout the year.

Overall Teacher Performance by school*

Individual Teacher Performance*

Academic Delivery

Gillian Davidson Global Academic Director

MA, University of Edinburgh, Diploma TESOL, Trinity

College London

Gill has over 18 years of academic management experience with several international educational organisations. She has taught in the UK, Slovenia, Indonesia and Russia.

Sarah Glinski Regional Academic Director

MA TESOL, University of Central Florida

Sarah has taught in Germany and Korea and is an experienced academic manager. She is a frequent presenter at industry conferences and events, as well as a certified ACCET site reviewer.

meet the team This team works globally to ensure the consistent and high quality delivery of our courses. They are frequently on site to guide the excellent care of our custom groups, and to provide additional monitoring and support.

* Based on sample data

30+Exclusively for those aged 30 years and over, our 30+ concept is available in London, Toronto and Malta. Programmes are designed specifically for more mature students, who have greater experience of life and the world of work.

tailored programmesWe know our students have many reasons and motivations to learn English. We therefore design different courses and programmes to deliver the outcomes they require.

Experience & LifeWe offer a range of experiential language courses such as English in the City and our General English courses, where students are fully immersed in the life, language and culture of the exciting and dynamic cities where our schools are located.

Academic SuccessWith our Academic English and exam courses, our on-campus schools and our broad network of 79 prestigious higher education partner institutions across North America, students can access the education of their dreams.

Career SuccessOur range of career focused courses and experiences, including English and Global Career Development, give a solid foundation for professional success and provide the skills needed to shine in an international arena.

www.ecenglish.com