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Today’s 21st century work and learning environments demand an accurate, fluent, and flexible range of contextually appropriate communication skills. This course develops students’ capacity to communicate clearly and sufficiently in English, to meet the more complex communication demands of tertiary studies, in both face to face and digital environments, with support at an early independent level (CEFR B1+ level, IELTS 6.5, Pearson 58 or TOEFL iBT 87). It also aims to enable students to engage in the academic requirements of a range of UniSQ degree programs and to enable articulation to ACS 2.

In this course, activities in English have been organised from an integrated communicative language teaching approach for academic reading, writing, listening, and speaking processes, purposes, attitudes, and strategies. Students' command of the English language should develop to a degree that supports an emerging expression of `voice' and enables students to begin to manage the comprehension, construction and delivery of a range of familiar and some non-familiar academic texts for routine purposes and audiences. Communicative English language activities are designed to develop students' capacity to integrate academic reading, writing, speaking, and listening skills reliably with some confidence. Special focus is given to developing the precision and efficiency of a students' English language skills to an intermediate level through emphasis on enabling skills such as grammar, oral fluency, pronunciation, spelling, vocabulary, coherence and cohesion, and test taking strategies.

On successful completion of this course students should be able to:

1. Communicate using the English language in clear, simple, and connected spoken and written texts on familiar and some non-familiar integrated academic content, with support at an early independent level.
2. Comprehend aural and written Standard English in structured integrated academic texts on familiar and some non-familiar topics with some confidence, with support at an early independent level.
3. Apply the English language with support at an early independent level on familiar and some non-familiar academic topics across a range of simple academic spoken and written genres.
4. Produce simple integrated academic texts in English on familiar and some non-familiar topics for a range of academic purposes, showing routine use of organisational patterns, connectors, and cohesive devices with accuracy at an early independent level.