University Success is for English language learners preparing for academic environments. Through five levels, from Beginning to Transition, the course carefully scaffolds skill development to help students become autonomous learners. Students master essential skills and gain confidence in studying academic degree courses taught in English.
Authentic lectures, readings, and writing strategies created and delivered by professors from Stanford University provide real-life learning experiences.
Building the foundation for academic success
Two new levels, Beginning and High-Beginning, support lower level students with scaffolding to build their linguistic foundation.
Two integrated skills strands, Reading & Writing and Listening & Speaking, establish the foundation for studying at higher levels.
These beginning levels fuse high-interest topics with tasks to develop the language skills needed for managing complex and conceptually challenging content.
The Beginning level gives students the fundamental building blocks and confidence to take on academic challenges.
The High-Beginning level builds the support that prepares students for the rigor and challenges of the upper levels and beyond.
Putting students on the path to academic success
At the upper levels, the three strands, Reading, Writing, and Oral Communication, continue the intensive skill development with a collection of extensive authentic content, expertly developed in cooperation with professors from Stanford University.
The content models the type of real-life learning expected of students studying for a degree.
Intermediate to High-Intermediate
Authentic content with careful integration of essential skills, the Intermediate to High-Intermediate level familiarizes students with real-world academic contexts.
Challenging, authentic content with level-appropriate skills, the Advanced level prepares students to exit the ESL/EFL safety net.
A deep dive for transition-level students, the Transition level mirrors the academic rigor of college courses.
View level differentiation