October 29, 2025        

Prerequisites

Because the course is situated at the upper-intermediate level, the test candidate must already be in possession of at least an intermediate English language skill set. A minimum of 150 hours of learning is essential, but more is recommended.

The Minimally Qualified Student (MQS) for the English for IT course has an English language proficiency level equal to a recognized B1 qualification. The MQS will have some basic working experience in the English language. The MQS can work independently on simple work-related tasks in the English language or as a member of a team on more complex tasks and has an awareness of how to implement social interactivity. The MQS can troubleshoot most common IT problems.

Areas of competency related to the English language include:

● Interpret and implement instructions

● Construct requests for information and feedback

● Update colleagues on work-related topics

● Incorporate goals and objectives into their working environment

● Defend a point of view

● Identify concerns about an issue, a product or service, or a business situation

● Examine key information from conversations

● Participating in discussions and conversations, exchanging information when necessary

● Analyze and prioritize opinions and recommendations

● Analyze factual information from various sources

● Evaluate information from various sources

● Identify a problem and its cause, and identify solutions

Course Description

The curriculum advances the MQS’s English language knowledge and skills by focusing on five IT sectors: Product Management, Network, Software, Security, and Customer Support. The titles and topics featured in the curriculum consider the scope of the target audience, the previously mentioned prerequisites, and the areas of competency of the MQS.

These titles are:

● Identify Problems

● Interpret and Implement Instructions

● Analyze Factual Information

● Examine Key Information

● Incorporate Goals and Objectives

● Participate in Discussions

● Analyze and Prioritize

● Request Feedback

● Evaluate Information

● Identify Issues and Concerns

● Defend a Point of View

● Update Colleagues

Course Objectives

The objectives were decided after rigorous Job Task Analyses with all SMEs were carried out to determine the most important English language skills required for a student wishing to progress from an English language level of B1 to B2. These skills were then matched to suitable “Can Do” statements from the Common European Framework Reference (CEFR). The Common European Framework Reference is a comprehensive set of positive statements that describe what a language speaker can do at a particular level. For example, at level B2, a language speaker: Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. (Council of Europe, 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press., p. 24)

Since its inception in 2001, the CEFR has become a global standard for assessing language level skills and has been successfully and accurately mapped to many other language level scales, including the Pearson Global Scale of English (GSE).

This is important because not all standards are recognized in all territories, but since they are mapped to each other, it is easy to convert from one scale to the next and be confident that the English for IT course will perform as designed.

The Pearson Global Scale of English has made available its Teacher Toolkit to any person wishing to search for “Can Do” statements. Not only can the user search for specific levels, but they can also search for the skills related to specific jobs. The search for IT-related “Can Do” statements resulted in a list of 82 skills. Those skills were then re-written into 12 objectives and 29 sub-objectives, spread across the three sections. This was possible due to the highly flexible nature of the CEFR “Can Do” statements, which can be used as-is, or after being modified to suit individual needs. As the CEFR states, “the framework should be open and flexible, so that it can be applied, with such adaptations as prove necessary, to particular situations.” (Council of Europe, 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press., p. 7)

The English for IT course comprises 12 modules which are divided into parts one and two. The 6 modules in each of these parts are specific to the previously mentioned objectives and contain themes and scenarios relating to the fields of Product Management, Network, Software, Security, and Customer Support.

Each module contains:

● Videos which function as instructional grammar presentations, including summaries and examples

● Practical activities such as listening, reading, grammar, and use of English exercises

● An emphasis on everyday situations and issues experienced by people working in the featured sectors of IT

● Clearly explained industry vocabulary which is exemplified throughout the tasks

In addition to the modules, there is an exam at the end of part one. Not only has this been designed with the intention of testing progress, but also for the purposes of highlighting vocabulary and grammar concepts, whilst preparing the candidate for part two. The exam features reading, use of English and listening items based on the six modules of part one.

The course also includes several appendices which provide additional grammar instruction and exercises. There is also a similar exam at the end of part two.