English Language Center (ELC)


What is the CCQ Foundation Programme?
The CCQ Foundation Programme is run by the English Language Center of CCQ and is designed to prepare you for entry to CCQ college courses in both the English and Arabic tracks. A student improves skills through attendance at classes and labs organized according to the cohort system where a student learns actively while interacting with other students to foster a collaborative learning environment. Rather than using a lecture model of mostly instructor-student interaction, the cohort model brings students together to build community and leadership skills led by their cohort instructors.

The English Language Centre (ELC)
The English Language Center (ELC) uses a unique cohort teaching and learning system. This method blends separate skill instruction with an integrated skills approach. A student receives instruction from a cohort of three instructors. Each instructor focuses on either reading, writing, or grammar by integrating the language aspects of the other skills. Each teaching cohort shares a common lesson delivery plan that allows them to easily reinforce and assess the skills being taught in the other classes. Each instructor instructs and assesses, students on all aspects of language learning; grammar, reading, writing.

The Centre is chaired by Dr. Deborah Al-Enazi assisted by her team of Level Co-ordinators and highly qualified, skilled, and dynamic EFL instructors. They strive to deliver lessons that are both engaging and challenging. The multi-national aspect of the team allows students to be exposed to a variety of English teaching methodologies and teaching styles.

Level Co-ordinators
Every level has a co-ordinator who interacts effectively in a positive and harmonious way with both faculty and students.

Examination Committee
Produces common midterm and final exams each quarter. Every 5 weeks, 16 exams for Reading, Writing and Grammar in Levels 1, 2, 3 and 4 are written.  For reading tests, this included writing and/or adapting texts for reading exams, applying readability formulae and adjusting texts to ensure they were suitable for each level, as well as writing questions to assess reading skills. Reading texts are analyzed for reading ease, grade level, words per sentence, and total word count. For writing tests, multiple prompts are written for each level, with alternate versions for evening classes. Original grammar exams are written for each level to assess grammar points that are contained in the Common Delivery Plans. Many rounds of editing and proofreading are  necessary to prepare for each exam session. In addition, thousands of exams are copied, organized and distributed each quarter.

Professional Development Committee
Electronic Documentation
The ELC utilizes a secure EMS cloud-based platform to maintain a gradebook and attendance record to make it easier for students, sponsors, or guardians to check a student’s progress/attendance. Other features of the system like Wikis for lesson plans and homework assignments, and data files offer blended learning opportunities to develop student independence and foster life-long learning skills. This student solution supports the Qatar 2030 vision in “encourage(ing) analytical and critical thinking, as well as creativity and innovation”.  The ELC contributes to the achievement of  this goal by expanding the use of innovative technology in the classrooms, enhancing education programmes and services through creating, gathering and uploading learning materials. These resources empower students become independent learners and provide a wealth of tried and tested supplementary materials which the faculty use in their classrooms. In addition, the in-house training programme has provided support to faculty with both Engrade and Oasis to accomplish this vision.

Programme structure

The ELC offers four levels of intensive English language instruction. Each level consists of 24 hours of instruction and is 10 weeks in length:

Sample of Course Learning Outcomes

Upon Completing Level One a Student Should Be Able to:
- Use everyday phrases when speaking about familiar topics.
- Write simple sentences.
- Read and understand passages of 200-300 words.

Upon Completing Level Two a Student Should Be Able to:
- Develop a variety of reading skills and strategies.
- Write connected paragraphs of at least 12 sentences.
- Build descriptive vocabulary for appropriate places and activities.

Upon Completing Level Three a Student Should Be Able to:
- Produce multi-paragraph pieces of written work.
- Summarize reading passages.
- Use context clues to estimate the meaning of new vocabulary.

Upon Completing Level Four a Student Should Be Able to:
- Write a short essay and report.
- Demonstrate proficiency in complex sentence combination skills.
- Express viewpoints both written and spoken, sometimes using complex forms.

 In order to progress from one level to the next, a student must have an average score of all three classes (reading, writing, grammar) of 70% or higher.
A student entering the ELC at Level 1  should complete the program in one academic year.

An ELC student is required to get an overall cumulative grade of 70% to move to the next level.  Attendance is mandatory. A student who exceeds 12.5% absences from any class is dropped and can re-enroll in the level during the term appropriate according to the administration regulations, usually the next term or the second term after being dropped.

Registration and Placement Tests
A student is placed into the ELC through a variety of methods; such as TOEFL scores, IELTS scores, and SAT scores. The most common method is through the CCQ administered “Compass ESL” placement test.





Level 1



Level 2



Level 3



Level 4



College/Transition Placement






Student Support

  • - Struggling ELC students are assigned mandatory tutoring.
  • - CCQ Student Services offers academic advising, counselling, and special needs services.