The ELS Curriculum



The mission of the ELS is to;

  • provide high quality language instruction
  • equip the students with the necessary English language skills in order for them to pursue their undergraduate studies
  • help students improve their language awareness and knowledge
  • help students develop critical, reflective and creative thinking skills
  • help students become independent and autonomous  learners
  • encourage students to make use of information technologies



The instructional principles of the ELS are;

—  making learning meaningful

—  engaging learners actively

—  being guides & facilitators

—  appealing to different learning styles

—  emphasizing independent learning

—  keeping the motivation high

—  giving continuous feedback

—  encouraging high order thinking skills



          While planning the curriculum, we base our decisions on our own educational philosophy, which is a combination of 3 educational values in an eclectic manner. These educational values we incorporate into our curriculum are reconstructionism, progressivism and constructivism.

  1. With reconstructionism, we emphasize;


  • contribution to the improvement of individuals and society through education
  • skills development, not just linguistic knowledge
  • high order outcomes like creative, critical and reflective thinking
  • encouraging students to think about local, national and international issues
  • democracy in the classroom
  1. With progressivism, we emphasize;


  • not only the outcomes, but also the process of learning to value the experience of education
  • a learner-centred approach to give students a chance to learn by doing
  • encouraging students to be active participants shaping their own learning, pursuing answers through problem-solving and critical thinking


  1. With constructivism, we emphasize;


  • learning resulting from a personal interpretation of experience
  • learning as an active process occurring in relevant situations
  • contextualized, coherent, meaningful and purposeful activities
  • the use of collaboration by encouraging students to work together
  • exploration of multiple perspectives



            Our curriculum is built upon two main principles; building and recycling. Therefore, the sequencing is from simple to complex with a ‘spiral approach’, which means certain objectives are revisited throughout the course and across the levels.

            As for the design of our curriculum, two different types of syllabi are combined in an eclectic manner. The primary syllabus is the thematic syllabus and the second syllabus type is the skills-based syllabus.

1. With the thematic syllabus, we emphasize;

  • making better links between ideas
  • using the target structures and vocabulary items in a meaningful context
  • recycling vocabulary items within particular themes


  1. With the skills-based syllabus, we emphasize;


  • a whole-language approach
  • meaningful tasks
  • content arranged around the integration of skills