English as a Second Language international Logic Model
Logic model
Explanation of the model
The ESLi (English as Second Language international program) has a mission of improving the English language competency of international students while preparing the students for learning in universities in North America. Consequentially, the model offers a pathway program to fast track entry into universities. Upon completion of the model’s training student’s grammar, reading, listening, speaking and pronunciations, reading and composition skills are improved and entry into universities is guaranteed.
Resources
The resources that will be needed for the English as Second Language international program comprises of finances, teaching resources such as learning materials, a research base, technological resources such as e-libraries and computers, materials such as textbooks and finally the teachers (English as Second Language, 2016).
Activities
The activities that students will engage in the program are diverse teaching and research activities will comprise the core functions of the program. In this activities, the tutors will impart to learners prerequisite skills and knowledge required in learning English as a second language. Another activity is reading exercises that will entail class reading exercises and personalized learning. Of significance importance, listening programs which enable learners learn effective listening skills will form part of activities engaged in the program. Moreover, another set of activities learners will engage in the program include evaluations which will assess the learning process to determine the effectiveness of the program.
Outputs
The expected outputs of the program include the development of appropriate vocabulary on the student’s part. The second outputs include acquisition of requisite writing skills. The third output is development of effective listening skills and finally, the acquisition of requisite abilities that enable students to complete assignments competently. Measuring this outputs will be achieved by the performance indicators set in the program such as regular reading and learning evaluations and examination.
Outcomes
The program aims at improving the international student’s grammar, reading proficiency, listening skills, speaking and pronunciations and their composition skills (English as Second Language, 2016).Additionally, the program aims at enabling students to develop and select their own materials for their learning process.
Assumptions
The assumptions of the program are that the students and instructors will work collaboratively to enhance learning and development of second language skills among learners in the institutions. This assumption is obtainable from the program’s policies which stipulate the programs mandate and the student’s responsibilities (English as Second Language, 2016). Moreover, learners will acquire the requisite skills that will enable them communicate effectively in the second language they are learning.
External factors
The factors that are likely to impact the program are varied. The first external factor is the culture of the learners which may hinder understanding of various concepts. In addition, changing education policies may influence the program. Changing educational policies especially on the curriculum may cause the institution to adopt various strategies different from the planned ones hence affecting program efficiency. The economy might also hinder the program from acquiring all planned resources due to financial implications that may result from acquiring them. According to Bygate & Skehan, (2013), the student’s background will also impact on their learning as they adjust to a new learning environment.
Impacts of the program
After the program has been successfully implemented, students will possess impeccable second language skills and knowledge that will ensure that they communicate effectively in the second language. Additionally, the students are expected to contribute meaningfully to the society by gaining meaningful employment in tandem with their diverse skills since they will have the ability to integrate and communicate effectively with the populace. Consequentially, by taking up roles in the employment sector, shortages such as the one witnessed in the nursing profession as Hoeve, Jansen & Roodbol, (2014) documents should be a thing of the past.
References
Bygate, M., Swain, M., & Skehan, P. (2013). Researching pedagogic tasks: Second language learning, teaching, and testing. Routledge.
English as Second Language, (2016). About us. Retrieved from http://www.esli-intl.com/index.php?option=com_content&view=article&id=8&Itemid=37
Hoeve, Y. T., Jansen, G., & Roodbol, P. (2014). The nursing profession: public image, self‐ concept and professional identity. A discussion paper. Journal of advanced nursing, 70(2), 295-309.
Kellog Foundation, (1998). Logic Model. Retrieved From http://www.wkkf. Org
