The CPS Foundations English program has been founded using research from Routledge (Taylor and Francis Group) a corpus of cutting edge research dedicated to applied linguistics, curriculum design and foreign language teaching.

Incorporating the referenced research, and CPS’ successful real experience in training young Saudi trainees, CPS’ curriculum design team has successfully contextualized the above research making it applicable and relevant to the young Saudi trainee to acquire a basic understanding and fluency in the English language under tight time constraints.

As such, the CPS Foundations program, which uses a blended approach of support cust from some of the world’s leading fluency development and foreign language acquisition experts om resources along with either National Geographic’s World English or Longman Pearson’s New English Please; utilizing various online platforms. The CPS Foundations English course is in two levels, intro and technical. This is not just a book-to-board course, and CPS Foundations trainers are especially prepared to teach with the following principles:

Teaching Principles:

The MINUS Principles are the five principles that guide the CPS Foundations methodology for teaching trainees at NCTC; they are the research-backed and methodical way learning is encouraged in our learning environment.
All CPS Foundations trainers are trained in MINUS and maintain classrooms that focus on:

  • Meaning- Focusing on meaningful relevant language to trainee job profiles
  • Interest- Maintaining interest through a variety of activities
  • New language- Avoiding overloading learners with too much new language
  • Understanding- Providing plenty of comprehensible input
  • Stress-free- Creating a friendly, safe, cooperative classroom environment

The Four Strands:

CPS Foundations courses are all checked for a unique balance of the four-strands. The four-strands methodology is an encompassing teaching strategy that includes the four skills of listening, reading, speaking, and writing, but also allows us to focus deeper on the practical impact for trainees using these skills in language comprehension and production. It is through these four strands that learners achieve the learning goals of the language course; namely fluent control of the sounds, vocabulary, and discourse features of the language, so that they can communicate effectively.

The Four Strands are:

  • Meaning-focused input (Listening & Reading): Learning through listening and reading where the learner’s attention is on the ideas and message conveyed by the language.
  • Meaning-focused output (Speaking & Writing): Learning through speaking and writing where the learner’s attention is on conveying ideas and messages to another person.
  • Language-focused learning (Pronunciation, vocabulary, grammar): Learning through direct vocabulary study, through grammar exercises and explanation, through attention to the sounds and spelling of the language, attention to discourse features, and through the deliberate learning and practice of language learning and language use strategies.
  • Fluency Development (Getting good at using what you already know): Developing fluent use of known language items and features over the four skills of listening, speaking, reading and writing- becoming fluent with what is already known.

Frequency Lists:

  1. Survival Vocabulary: From the kick-off, trainees are taught the Nation & Crabbe survival vocabulary list; a field-tested 120 word & phrase list created by world-renowned Applied linguistics researchers the purpose of which is to equip trainees in 10 hours of study with vocabulary to survive for a month in an English speaking country. The immediate gain (120 perfect English phrases) for the short time investment (10 hours of deliberate study) is our starting point. With their confidence established, trust-gained and barrier of learning shattered, learning language success is a land slide after the survival vocab list has been taught. But it doesn’t stop there.
  2. CPS Foundations teaches the 1,000 most frequent word-list based on the COCA (Corpus of Contemporary American English), which makes up the most frequently used 1,000 words of the English language. Giving beginners with a limited time frame a clear and bold target motivates and focuses learners to come to class everyday with a purpose and a target. Knowing that at the end, the 1,000-word list constitutes 70% of the makeup of common texts and conversations.
  3. CPS Foundations also uses research-based verb-form frequency lists (Routledge, Professional Series), teaching the most frequent verb-forms used in language as well as most frequent grammar constructions; constituting 60% of the most frequent 1,000 verb forms in English. These frequency lists, along with the customization necessary for the Technical English course are designed to maximize trainee English language exposure and value-per-minute spent learning.

Technical English:

For Technical English, CPS Foundations has analysed the Site Skills curriculum to produce a list of the 500 most frequent technical words occurring in the technical curriculum, and is taught to trainees using the above methodology, along with the most frequent construction site scenarios in continuation with language function learning.

Online Platforms:

CPS Foundations capitalizes on the use of several industry-leading online platforms such as Quizlet, Duolingo and Khan Academy. These are online programs that are used for self-guided learning, and to engage with our generation Z trainees. These programs have been integrated in some of the world’s leading post secondary institutions and organizations including: Yale, Harvard School of Business, Google, NASA, The Museum of Modern Art, MIT and The Walt Disney Company