Technology
The English Language Center at Brigham Young University aims to help students develop fluent oral and written communication. ELC students have access to learning resource services, various language labs, and several computer labs.
- Brigham Young University
- BYU and Provo
- Calendar
- CALL
- Community
- Computer Lab and SASC Rules
- Conference Funding
- Contact Us
- Culture
- Curriculum Philosophy
- Dictionaries
- ELC Film Database
- ELC Library Catalog
- ELC Newsletters
- ELC Readers
- ELC Textbooks
- Encyclopedias
- English
- English for Special Purposes
- Finals Information
- Finals Schedule
- Forms
- Games
- General
- Goals
- Grade Table
- Grammar
- How to Apply
- Images, Sounds, and Videos
- Japanese
- L/S Dialogs
- LAT Calibration
- LDS Church
- Libraries
- Listening/Speaking
- Listening Speaking
- Misc. Info
- Miscellaneous/Special Interests
- Mission Statement
- Moodle
- Office for English Language Services
- Oral Assessment Tool (Beta)
- Other Materials
- Other Organizations
- Other Tests
- Other Universities
- Philosophy Overview
- Photo Gallery
- Policy Overview
- Presentation Videos
- Program Information
- Publishers
- Reading
- Research/Homework Help
- Research Agenda
- Research Procedure
- SASC Website
- Schedule a Tutor
- Scheduler
- Search Engines and Directories
- Speaking Rubric: Level 1
- Speaking Rubric: Level 2
- Speaking Rubric: Level 3
- Speaking Rubric: Level 4
- Speaking Rubric: Level 5
- Staff Directory
- Student Orientation Video
- Student Orientation Video (original)
- TESOL
- TOEFL
- TOEIC
- US Embassies
- Videos
- Videos of Teachers (Demo)
- Vocabulary
- Web Resources for Teachers
- Writing
- Writing Calibration
- Writing Handbook
Accessibilty
Brigham Young University's highly-ranked library facilities are also available to help students learn English as a second language.
Diversity
The student body is highly diverse, comprised of some 300 students from 37 countries on five continents. No proficiency in English is required to apply.
Philosophy
The ELC curriculum includes not only what students learn, but how they learn it — how teachers help them learn. The stability of our curriculum depends on its implement- ation; which must occur in a way that it is both responsive and cohesive.
.
