Skill-based special topics at appropriate level(s) for short term program students attending core AEC courses for a partial term. Prerequisite: Placement in this course by the Applied English Center.

This course is a placeholder for future anticipated Applied English Center credit hour enrollment. Prerequisite: Placement in this course by the Applied English Center.

Specialized English language courses for short term program students. Courses focus on the use of English in particular fields of study or employment based on program objectives. Prerequisite: Placement in this course by the Applied English Center.

Specialized English language courses for KU-ZJNU Joint Institute program students. Courses focus on listening, speaking, reading, and writing skills. Prerequisite: Placement in this course by the Applied English Center.

Develops foundational grammar and writing skills for beginning multilingual learners of English. Focuses on control of basic vocabulary, grammar patterns, and sentence structure to produce simple and accurate linked sentences and short paragraphs on a variety of topics. Emphasizes writing for real-world purposes such as giving and requesting information, building relationships, and expressing opinions and preferences. Designed to move students from CEFR A1/A2 to CEFR A2+ in Grammar and Writing. Formerly known as AECR 10: Reading, Writing, and Grammar for Academic Purposes 1. Prerequisite: Placement by the Applied English Center.

Develops foundational vocabulary and reading skills for beginning multilingual learners of English. Focuses on emergent literacy development through the decoding of short or simplified texts. Emphasizes vocabulary exposure through a range of text types and topics, as well as the promotion of comprehension of both textual and visual information. Designed to move students from CEFR A1/A2 to CEFR A2+ in Vocabulary and Reading. Formerly AECR 10 Reading, Writing, and Grammar for Academic Purposes I. Prerequisite: Placement by the Applied English Center.

Develops foundational speaking skills for beginning multilingual learners of English. Focuses on practical communication skills and accurate keyword pronunciation for daily life. Emphasizes exchange of basic information and participation in short conversations on everyday activities such as habits, routines, plans, and past events. Designed to move students from CEFR A1/A2 to CEFR A2+ in Speaking. Formerly AECL 10: Listening, Speaking and Grammar for Academic Purposes I. Prerequisite: Placement by the Applied English Center.

Develops foundational listening skills for beginning multilingual learners of English. Focuses on listening for the gist in routine interactions and everyday situations. Emphasizes listening for key vocabulary and main ideas in short, simple conversations, narratives, interviews, and presentations on cultural themes. Designed to move students from CEFR A1/A2 to CEFR A2+ in Listening. Formerly Formerly AECL 10: Listening, Speaking and Grammar for Academic Purposes I. Prerequisite: Placement by the Applied English Center.

Develops integrated language skills for beginning multilingual learners of English. Focuses on authentic language use through experiential learning or service learning. Designed to support the development of CEFR A1/A2 to CEFR A2+ skills. Prerequisite: Placement by the Applied English Center.

Develops grammar and writing skills for pre-intermediate multilingual learners of English. Focuses on control of high-frequency grammar structures and language features to produce simple, connected text for everyday and academic communication. Emphasizes communicating across multiple text types – including descriptive, narrative, informative and argumentative. Designed to move students from CEFR A2+ to CEFR B1 in Grammar and Writing. Formerly AECR 20 Reading, Writing, and Grammar for Academic Purposes II. Prerequisite: Completion of AEC 10 or placement by the Applied English Center.

Develops vocabulary and reading skills for pre-intermediate multilingual learners of English. Focuses on vocabulary building and basic literacy development through the processing of short, straightforward texts. Emphasizes reading strategies such as skimming, scanning, and close reading for main ideas and details. Designed to move students from CEFR A2+ to CEFR B1 in Vocabulary and Reading. Formerly Formerly AECR 20 Reading, Writing, and Grammar for Academic Purposes II. Prerequisite: Completion of AEC 11 or placement by the Applied English Center.

Develops speaking and interaction skills for pre-intermediate multilingual learners of English. Focuses on participating in simple conversation and discussion and giving short talks on general or familiar topics. Emphasizes practical communication skills for everyday situations such as shopping, travel, dining, and transport with attention to pronunciation features such as vowel sounds and word stress. Designed to move students from CEFR A2+ to CEFR B1 in Speaking. Formerly AECL 20 Listening, Speaking, and Grammar for Academic Purposes III. Prerequisite: Completion of AEC 12 or placement by the Applied English Center.

Develops listening skills and intercultural content for pre-intermediate multilingual learners of English. Focuses on developing comprehension through everyday conversations, simple academic listening tasks, and intercultural content. Emphasizes listening for the main idea, organizational patterns, and speaker attitude though short speaking passages such conversations, news items, and podcasts. Designed to move students from CEFR A2+ to CEFR B1 in Speaking. Formerly AECL 20 Listening, Speaking, and Grammar for Academic Purposes III. Prerequisite: Completion of AEC 13 or placement by the Applied English Center.

Develops integrated language skills for pre-intermediate multilingual learners of English. Focuses on authentic language use through experiential or service learning. Designed to support the development of CEFR A2+ to CEFR B1 skills. Prerequisite: Completion of AEC 14 or placement by the Applied English Center.

Develops writing and grammar skills for intermediate multilingual learners of English. Focuses on the production of short texts from everyday to academic purposes. Emphasizes conveying written communication in multiple modes, organizing content, linking ideas, and building control over grammatical forms and sentence structures. Designed to move students from CEFR B1 to CEFR B1+ in Writing and Grammar. Formerly Reading, Writing, and Grammar for Academic Purposes III. Prerequisite: Completion of AEC 20 or placement by the Applied English Center.

Develops reading and vocabulary skills for intermediate multilingual learners of English. Focuses on general literacy development through both intensive and extensive reading activities. Emphasizes scanning for key information, inferring meaning from context, development of reading fluency and speed, and incidental vocabulary acquisition. Designed to move students from CEFR B1 to CEFR B1+ in Reading and Vocabulary. Formerly Reading, Writing, and Grammar for Academic Purposes III. Prerequisite: Completion of AEC 21 or placement by the Applied English Center.

Develops speaking and interaction skills for intermediate multilingual learners of English. Focuses on spoken communication in everyday and academic contexts. Emphasizes intermediate interaction strategies, including retelling stories, discussing news and cultural topics, describing problems and solutions, and explaining ideas or processes with attention to pronunciation features such as sentence stress, intonation, and rhythm. Designed to move students from CEFR B1 to CEFR B1+ in Speaking. Formerly AECL 30: Listening, Speaking, and Grammar for Academic Purposes III. Prerequisite: Completion of AEC 22 or placement by the Applied English Center.

Develops listening skills and intercultural content for intermediate multilingual learners of English. Focuses on following the main idea, details, and rhetorical patterns of spoken discourse in everyday and academic contexts. Emphasizes development of notetaking strategies and awareness of the role of context in shaping communication across cultures. Designed to move students from CEFR B1 to CEFR B1+ in Listening. Formerly AECL 30: Listening, Speaking, and Grammar for Academic Purposes III. Prerequisite: Completion of AEC 23 or placement by the Applied English Center.

Develops integrated language skills for intermediate multilingual learners of English. Focuses on authentic language use through experiential or service learning. Designed to support the development of CEFR B1 to CEFR B1+ skills. Prerequisite: Completion of AEC 24 or placement by the Applied English Center.

Final proficiency test. Required of all students enrolled in one or more Applied English Center courses, except AEC 82. Graded on a satisfactory/unsatisfactory basis.

Develops academic writing and grammar skills for pre-advanced multilingual learners of English. Focuses on paragraph and essay development to express relationship such as cause and effect, comparison and contrast, and argument and counterargument. Emphasizes use of discourse markers, sentence structure variation, and revision for clarity and accuracy. Designed to move students from CEFR B1+ to CEFR B2 in Writing and Grammar. Formerly AECR 140: Reading, Writing, and Grammar for Academic Purposes IV. Prerequisite: Completion of AEC 30 or placement by the Applied English Center.

Develops academic reading and vocabulary skills for pre-advanced multilingual learners of English. Focuses on comprehension and evaluation of real-world and academic texts. Emphasizes processing strategies, inferring meaning from context, academic vocabulary acquisition, and information literacy. Designed to move students from CEFR B1+ to CEFR B2 in Reading and Vocabulary. Formerly AECR 140: Reading, Writing, and Grammar for Academic Purposes IV. Prerequisite: Completion of AEC 31 or placement by the Applied English Center.

Develops academic speaking and interaction skills for pre-advanced multilingual learners of English. Focuses on oral communication in real-world and academic contexts. Emphasizes conversation, group discussion, debates, and short presentations to promote fluency, coherence, and target-like pronunciation in spoken discourse. Designed to move students from CEFR B1+ to CEFR B2 in Speaking. Formerly AECL 140: Listening, Speaking, and Grammar for Academic Purposes IV. Prerequisite: Completion of AEC 32 or placement by the Applied English Center.

Develops academic listening skills and intercultural competence for pre-advanced multilingual learners of English. Focuses on comprehension, analysis, and interpretation of extended aural input in academic contexts. Emphasizes extracting key information from spoken discourse, identifying rhetorical strategies, and recognizing ways that cultural background influences communication styles. Designed to move students from CEFR B1+ to CEFR B2 in Listening. Formerly AECL 140: Listening, Speaking, and Grammar for Academic Purposes IV. Prerequisite: Completion of AEC 33 or placement by the Applied English Center.

Develops academic writing and research skills for advanced multilingual learners of English. Focuses on essay development, argumentation, synthesis of sources, and effective use of evidence – including quotation, paraphrase, and summary. Designed to move students from CEFR B2 to CEFR B2+ in Writing. Formerly AECR 151: Reading, Writing, and Grammar for Academic Purposes V. Prerequisite: Completion of AEC 140 or placement by the Applied English Center.

Develops academic reading and research skills for advanced multilingual learners of English. Focuses on comprehension, analysis, and interpretation of complex academic texts. Emphasizes discipline-specific reading, library research skills, and synthesis of information from multiple sources. Designed to move students from CEFR B2 to CEFR B2+ in Reading. Formerly AECR 151: Reading, Writing, and Grammar for Academic Purposes V. Prerequisite: Completion of AEC 141 or placement by the Applied English Center.

Develops academic speaking skills for advanced multilingual learners of English. Focuses on spoken discourse in a variety of settings, including clear explanation of complex topics, using data to effectively support arguments, and discussing research findings. Emphasizes extended discussions, interviews, presentations, and collaborative speaking tasks with an incidental focus on pronunciation. Designed to move students from CEFR B2 to CEFR B2+ in Speaking. Formerly AECL 151: Listening, Speaking, and Grammar for Academic Purposes V. Prerequisite: Completion of AEC 142 or placement by the Applied English Center.

Students in Level 1 Listening/Speaking/Grammar are at the beginning of English for Academic Purposes study. The purpose of this course is to help students develop and strengthen their English skills in listening, speaking, grammar and vocabulary, and to prepare them for academic English learning at higher levels. By the end of this course, students will be able to produce language at the A2 CEFR proficiency level. Specifically, students will be able to communicate and understand simple, foundational English relevant to academic study. Prerequisite: Placement in this course by the Applied English Center.

Students in Level 2 Listening/Speaking/Grammar are at a high-beginning/low-intermediate level of English for Academic Purposes study. The purpose of this course is to help students develop and strengthen their English skills in listening, speaking, grammar and vocabulary, and to prepare them for academic English learning at higher levels. By the end of this course, students will be able to produce language at the B1 CEFR proficiency level. Specifically, students will be able to understand the main points of clear standard input regularly encountered in academic study and can produce simple connected speech on relevant topics. Prerequisite: Placement in this course by the Applied English Center.

Students in Level 3 Listening/Speaking/Grammar are at an intermediate level of English for Academic Purposes study. The purpose of this course is to help students develop and strengthen their English skills in listening, speaking, grammar and vocabulary, and to prepare them for academic English learning at higher levels. By the end of this course, students will be able to produce language at the B1+ CEFR proficiency level. Specifically, students will be able to understand the main ideas of lectures on both concrete and abstract topics and will be able to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible. Prerequisite: Placement in this course by the Applied English Center.

Students in Level 4 Listening/Speaking/Grammar are at a low-advanced level of English for Academic Purposes study. The purpose of this course is to help students develop and strengthen their English skills in listening, speaking, grammar and vocabulary, and to prepare them for academic English learning at higher levels. By the end of this course, students will be able to produce language at the B2 CEFR proficiency level. Specifically, students will be able to understand the main ideas and begin to recognize implicit meaning in lectures on both concrete and abstract topics, and will be able to begin to express themselves fluently and spontaneously for academic purposes. Prerequisite: Placement in this course by the Applied English Center.

Students in Level 5 Listening/Speaking/Grammar are at an advanced and final level of English for Academic Purposes study. The purpose of this course is to help students strengthen and refine their English skills in listening, speaking, grammar and vocabulary. By the end of this course, students will be able to produce language at the B2+ CEFR proficiency level. Specifically, students will be able to understand a wide range of demanding, longer speech and recognize implicit meaning in lectures on both concrete and abstract topics. Students will also be able to express themselves fluently and spontaneously and use language flexibly and effectively for academic purposes. Prerequisite: Placement in this course by the Applied English Center.

This is the first course in a two-course series whose purpose is to introduce and acclimate students to U.S. university life and culture. In this first course, students will learn about the U.S. university system, be introduced to campus culture in the U.S., discover what resources and support are available for students at U.S. universities, and explore different aspects of student life. While language development is not the primary objective of this course, students will be able to self-assess their language skills through their ability to complete course activities. Additionally, students will take a language assessment at the end of the course that will give them an idea of their English proficiency and where they would potentially begin their study should they choose to attend the University of Kansas.

This is the second course in a two-course series whose purpose is to introduce and acclimate students to U.S. university life and culture. In this second course, students will become familiar with U.S. academic culture and expectations, discover and utilize learning strategies that will be particularly helpful in U.S. classrooms, understand what technology skills are needed to succeed and learn about how to apply to U.S. universities. While language development is not the primary objective of this course, students will be able to self-assess their language skills through their ability to complete course activities. Additionally, students will take a language assessment at the end of the course that will give them an idea of their English proficiency and where they would potentially begin their study should they choose to attend the University of Kansas.

This integrated skills course focuses on the language and academic skills students will need to be successful in a university program of study. Instruction will be given in reading, writing, listening and speaking. Grammar and pronunciation will also be taught in order to increase students' accuracy and fluency. Students will be exposed to content and vocabulary they will likely encounter in their course of study. This course targets students at the Low B1 to Mid B1 CEFR range, and is the first level of an eight-level, fully online program.

This integrated skills course focuses on the language and academic skills students will need to be successful in a university program of study. Instruction will be given in reading, writing, listening and speaking. Grammar and pronunciation will also be taught in order to increase students' accuracy and fluency. Students will be exposed to content and vocabulary they will likely encounter in their course of study. This course targets students at the Mid B1 to High B1 CEFR range, and is the second level of an eight-level, fully online program.

This integrated skills course focuses on the language and academic skills students will need to be successful in a university program of study. Instruction will be given in reading, writing, listening and speaking. Grammar and pronunciation will also be taught in order to increase students' accuracy and fluency. Students will be exposed to content and vocabulary they will likely encounter in their course of study. This course targets students at the Low B1+ to Mid B1+ CEFR range, and is the third level of an eight-level, fully online program.

This integrated skills course focuses on the language and academic skills students will need to be successful in a university program of study. Instruction will be given in reading, writing, listening and speaking. Grammar and pronunciation will also be taught in order to increase students' accuracy and fluency. Students will be exposed to content and vocabulary they will likely encounter in their course of study. This course targets students at the Mid B1+ to High B1+ CEFR range, and is the fourth level of an eight-level, fully online program.

This integrated skills course focuses on the language and academic skills students will need to be successful in a university program of study. Instruction will be given in reading, writing, listening and speaking. Grammar and pronunciation will also be taught in order to increase students' accuracy and fluency. Students will be exposed to content and vocabulary they will likely encounter in their course of study. This course targets students at the Low B2-Mid B2 CEFR range, and is the fifth level of an eight-level, fully online program.

This integrated skills course focuses on the language and academic skills students will need to be successful in a university program of study. Instruction will be given in reading, writing, listening and speaking. Grammar and pronunciation will also be taught in order to increase students' accuracy and fluency. Students will be exposed to content and vocabulary they will likely encounter in their course of study. This course targets students at the Mid B2 to High B2 CEFR range, and is the sixth level of an eight-level, fully online program.

This integrated skills course focuses on the language and academic skills students will need to be successful in a university program of study. Instruction will be given in reading, writing, listening and speaking. Grammar and pronunciation will also be taught in order to increase students' accuracy and fluency. Students will be exposed to content and vocabulary they will likely encounter in their course of study. This course targets students at the High B2 to Mid B2+ CEFR range, and is the seventh level of an eight-level, fully online program.

This integrated skills course focuses on the language and academic skills students will need to be successful in a university program of study. Instruction will be given in reading, writing, listening and speaking. Grammar and pronunciation will also be taught in order to increase students' accuracy and fluency. Students will be exposed to content and vocabulary they will likely encounter in their course of study. This course targets students at the Mid B2+ to High B2+ CEFR range, and is the last level of an eight-level, fully online program.

This practical and project-oriented course is for current EFL teachers who want to enhance their professional knowledge and skills. The course has two foundational modules: Enhancing Planning and Engaging the EFL learner. Enhancing Planning builds on foundations of lesson planning through analyzing strong lesson planning features, addressing areas of weakness in plan development, applying new strategies in lesson sequence, and aligning courses with intended outcomes. Engaging the EFL learner is a multifaceted approach to creating a dynamic classroom through cultivating classroom management, using technology and authentic materials, and adapting materials and lessons. Course participants will also participate in two specialized modules: pedagogical grammar and pronunciation. Pedagogical grammar and pronunciation will focus on considerations and best practices in various teaching contexts. Participants will apply what they have learned by developing activities and strategies ready to be used in a classroom setting.

Students in Level 1 Reading/Writing/Grammar are at the beginning of English for Academic Purposes study. The purpose of this course is to help students develop and strengthen their English skills in reading, writing, grammar and vocabulary, and to prepare them for academic English learning at higher levels. By the end of this course, students will be able to produce written language at the A2 CEFR proficiency level. Specifically, students will be able to communicate and understand simple, foundational English relevant to academic study. Prerequisite: Placement in this course by the Applied English Center.

Students in Level 2 Reading/Writing/Grammar are at a high-beginning/low-intermediate level of English for Academic Purposes study. The purpose of this course is to help students develop and strengthen their English skills in reading, writing, grammar and vocabulary, and to prepare them for academic English learning at higher levels. By the end of this course, students will be able to produce language at the B1 CEFR proficiency level. Specifically, students will be able to understand the main points of clear standard input regularly encountered in academic study and produce simple connected text on relevant topics. Prerequisite: Placement in this course by the Applied English Center.

Students in Level 3 Reading/Writing/Grammar are at an intermediate level of English for Academic Purposes study. The purpose of this course is to help students develop and strengthen their English skills in reading, writing, grammar and vocabulary, and to prepare them for academic English learning at higher levels. By the end of this course, students will be able to produce language at the B1+ CEFR proficiency level. Specifically, students will be able to understand the main ideas of complex text on both concrete and abstract topics and will be able to produce clear, detailed text on a wide range of subjects. Prerequisite: Placement in this course by the Applied English Center.

Students in Level 4 Reading/Writing/Grammar are at a low advanced level of English for Academic Purposes study. The purpose of this course is to help students develop and strengthen their English skills in reading, writing, grammar and vocabulary, and to prepare them for academic English learning at higher levels. By the end of this course, students will be able to produce language at the B2 CEFR proficiency level. Specifically, students will be able to understand the main ideas of complex text on both concrete and abstract topics and begin to recognize implicit meaning. Students will also be able to produce clear, detailed text on a wide range of subjects and begin to demonstrate control of organizational patterns, connectors and cohesive devices. Prerequisite: Placement in this course by the Applied English Center.

Students in Level 5 Reading/Writing/Grammar are at an advanced and final level of English for Academic Purposes study. The purpose of this course is to help students strengthen and refine their English skills in reading, writing, grammar and vocabulary. By the end of this course, students will be able to produce language at the B2+ CEFR proficiency level. Specifically, students will be able to understand a wide range of demanding, longer texts, and recognize implicit meaning and will be able to use language flexibly and effectively for academic purposes. Students will also be able to produce clear, well-structured detailed texts showing controlled use of organizational patterns, connectors and cohesive devices. Prerequisite: Placement in this course by the Applied English Center.

These courses are designed by the Applied English Center to meet the needs of domestic students or international students of varying majors. They are offered in a variety of topic areas.