Want to Study English in the US?

As part of the University of Minnesota's Intensive English Program (IEP), you'll develop your English proficiency in a fun, supportive community. The program serves high-beginning to high-advanced English speakers who have studied the language previously. We look forward to inviting you to the University of Minnesota!

Program highlights include:

  • Full-time classes (typically 25 hours per week)
  • Friendly, experienced teachers
  • Advising and support services tailored to international students
  • Cultural and social activities designed for program participants
  • Access to the University's many resources and facilities 
  • An urban campus in a beautiful, safe, and culturally diverse city with lots to do and explore

You Are Welcome at the U of M

Program and Application Dates

Program DatesFull-Time DeadlinePart-Time DeadlineStudents need to arrive by
Summer 2024: June 17–
August 2
April 19May 31June 11
Fall 2024: September 3–
December 13
July 5August 16August 27
Spring 2025: January 21–
May 8
November 22January 3January 14

Admission Requirements

To be considered for admission to the IEP, you must meet the following requirements:

  • Be a high school graduate
  • Be at least 17 years old
  • Have a minimum of two years of previous English study in high school or college, or equivalent English proficiency

Please note that you must receive a minimum score on the placement test to be placed in the University's IEP. If your score is below the minimum, we may refer you to another IEP.

You also must be able to use various educational technologies such as email, course websites, and other online applications—with or without accommodations—in order to participate fully in the program.

Cost and Scholarships

Cost of Attending Full-Time

Program Costs15-Week 
Fall or Spring
7-Week 
Summer
Notes
Tuition$6,500$4,125Tuition is based on a full-time schedule of 25 hours per week of instruction.
Student Fees$508$323Student fees support student programs on campus and are required for full-time students.
Medical Insurance$1,795$915Medical insurance through the U of M is required for full-time IEP students on F and J visas. Cost does not include coverage for dependents.
Books$200$150Estimated price
Living Expenses$7,500$3,000Estimated price
Total$16,503$8,513Prices may vary as much as 10%.

There is a $55 nonrefundable application fee when applying to attend full-time.


Cost of Attending Part-Time

Program Costs15-Week 
Fall or Spring
7-Week 
Summer
Notes
4−6 hour per week course$1,300$825Prices may vary as much as 10%.
10 hour per week course$2,600$1,650Prices may vary as much as 10%.
Books$50 per course$50 per courseEstimated price

There is a $25 nonrefundable application fee when applying to attend part-time.


Scholarships

The Karin L. Larson MELP Intensive English Program Scholarship provides funding for new and continuing students who are enrolled full- or part-time in IEP.

With funding made possible by the Karin L. Larson Legacy Fund, these scholarships are awarded to students who demonstrate strong academic performance and a clear vision of how studying with MELP will contribute to their respective academic and/or professional goals.

Learn more about IEP Scholarship eligibility and how to apply.

How to Apply

Full-Time Program

Full-Time Application
 

Use the following links to apply in a language other than English:


Part-Time Program

Part-Time Application

US citizens, permanent residents, and visitors in Minnesota may apply to take part-time classes in the Intensive English Program. Part-time students will take an English placement test and work with an advisor to choose the classes that meet their needs. Part-time students typically register for 1 to 3 courses per term.


Supporting Documents

To apply, submit your completed application along with these required supporting documents:

  • Copy of original high school diploma or college transcript with a certified English translation 
  • Copy of passport for student (and dependents) (F–1 applicants only)
  • Proof of funding (F–1 applicants only)

We will email your admission decision approximately 7−10 business days after your application is complete.


Visa Process

The full-time Intensive English Program application deadline is seven weeks before the start of classes, but you are encouraged to apply as early as possible.

  • Once your application is complete, we will send you an I–20 form and letter of admission.
  • Pay the SEVIS fee and make an appointment for an F1 visa interview.
  • Take the I–20 form, letter of admission and proof of funding to the US Embassy or Consulate.
  • When making your plans, please allow plenty of extra time for the visa process. Due to increased security, the visa process can take one month or more to complete.

Housing

Students are responsible for finding their own housing arrangement and most choose to live off campus. There are many affordable options close to campus.

On-Campus Housing

On-campus housing is available to both full-time and part-time students who take 9 or more class hours in the fall and spring (or 1 or more class hours in the summer).

MELP works closely with the office of Housing and Residential Life. If you would like to live in on-campus housing, indicate this on your Intensive English Program application and we will send you instructions for how to complete the housing application. 

Housing for International Students

The deadlines for on-campus housing are:

  • Summer and fall semesters: May 1
  • Spring semester: November 1

Off-Campus Housing

The Office for Off-Campus Living is a University service for those living off campus. It provides information about renting near campus, finding roommates, and commuting to campus.

The Off-Campus Housing Listing is a list managed by Housing and Residential Life of housing opportunities submitted by landlords.

We recommend you do not sign a lease or contract before viewing the property. For details about the legal rules related to renting an apartment, review the Tenant Rights information provided by University Student Legal Service. It is important that you understand your legal responsibilities prior to signing a lease as it is a binding contract.

Admission to Degree Programs

Our goal is to help you meet your academic goals. Students in the IEP improve their English language skills to meet the English proficiency requirements for study at a college or university. The majority of full-time IEP students do get admitted to degree programs in the United States after studying with MELP.

Students can be admitted to the University of Minnesota Twin Cities (UMNTC) and other institutions using English proficiency recommendations from MELP. In addition to UMNTC, MELP has agreements with more than ten colleges and universities in Minnesota. 


Admission to the University of Minnesota Twin Cities

The UMNTC offers conditional admission, which requires students to study English in the IEP before beginning their academic degrees. MELP makes English proficiency recommendations for conditionally admitted students.

Freshmen

Graduate 
 

MELP can also make English proficiency recommendations for IEP students who are applying to UMNTC degree programs and do not have conditional admission.

Through MELP, there are two ways you can meet the UMNTC English proficiency requirement:
 

  1. Achieve an End-of-Term Assessment test score that meets admission requirements.  IEP students take the Assessment each semester.
     
  2. Complete all IEP Level 4 High-Advanced ESL courses with an average grade of 80% or higher.

    Note: Some graduate programs differ in their admission requirements. Check with your graduate program of interest to verify they will accept these options. 

Admission to Other Degree Programs

In addition to UMNTC, the following colleges and universities accept English proficiency recommendations from MELP.

Community and Technical Colleges

Colleges and Universities

Courses

Fall/Spring Courses (15 weeks)

ESL 010 – Beginning Grammar

In this course, students will develop English grammar skills by focusing on the meaning, form, and use of basic grammar structures in reading, writing, listening, and speaking. Major topics include nouns, articles and quantifiers, pronouns, possessive and descriptive adjectives, prepositions, coordinating and subordinating conjunctions, simple present and past verb tenses, and accurate use of adverbs, time expressions, and time clauses. With significant support from the instructor, students will complete sentence-level writing assignments, short controlled speaking assignments, and tests.

ESL 110 – High Beginning Grammar

In this course students will refine and extend English grammar skills by focusing on the meaning, form, and use of basic grammar structures in reading, writing, listening, and speaking. Major topics include modals, nouns, articles and quantifiers, pronouns, direct and indirect objects, gerunds and infinitives, possessive and descriptive adjectives, prepositions, coordinating and subordinating conjunctions, present, past, and future verb tenses, and accurate use of adverbs, time expressions, and time clauses. With support from the instructor, students will complete sentence and paragraph-level writing assignments, controlled speaking assignments, and tests.

ESL 210 – Intermediate Grammar

In this course students will add to the range and accuracy of their English grammar skills by focusing on the meaning, form, and use of basic and more complex grammar structures in reading, writing, listening, and speaking. Major topics include modals, phrasal verbs, nouns, articles and quantifiers, pronouns, gerunds and infinitives, comparative and superlative adjectives, a review of present and past verb tenses, present perfect, present perfect progressive, and accurate use of adverbs, time expressions, and time clauses. With some support from the instructor, students will complete sentence and paragraph-level writing assignments, controlled speaking assignments, and tests.

ESL 310 – Advanced Grammar

In this course students will review basic English grammar skills and develop their understanding and control of more complex grammar structures by focusing on their meaning, form, and use in reading, writing, listening, and speaking. Major topics include passive voice, past modals, causatives, adjective clauses, conditionals, all verb tenses, and accurate use of adverbs, time expressions, and time clauses. Students will complete paragraph-level writing assignments, recorded speaking assignments, and tests that require increasing levels of independent production with complex grammatical structures.

ESL 410 – High Advanced Grammar

In this course students will solidify their control over a range of basic and complex grammar structures by focusing on their meaning, form, and use in reading, writing, listening, and speaking. Major topics include lexical patterns, noun clauses, conditionals, connectors, and control of tense and aspect with tense shifting and accurate use of adverbs, time expressions, and time clauses. Students will complete writing assignments, recorded speaking assignments, and tests that require independent and accurate use of a range of complex grammatical options.

ESL 020 – Beginning Reading and Composition

In this course, students will develop skills and strategies for reading short adapted texts and writing sentences and multi-draft short descriptive paragraphs in English. Students will apply basic strategies with the instructor’s support to read a variety of short and simplified texts. Students will learn the fundamentals of writing at the sentence and basic paragraph level. The instructor will support students in developing basic vocabulary and using language accurately in simple sentences. This course is intended for students with some prior English instruction.

ESL 120 – High Beginning Reading and Composition

In this course students will develop skills and strategies for reading short adapted texts and writing multi-draft papers of one or more paragraphs in English. Students will apply reading strategies and demonstrate comprehension and analysis of adapted texts. Students will also engage in extensive reading and discuss readings. In addition, students will complete informal writing assignments and at least four multi-draft papers of one or more paragraphs. With the instructor’s support, students will work on developing ideas and organization as well as accurate grammar and vocabulary in writing.

ESL 220 – Intermediate Reading and Composition

In this course students will develop skills and strategies for reading adapted and simple authentic texts and writing 2–3 multi-draft papers of one or more paragraphs and one essay in English. Students will apply reading strategies and demonstrate comprehension and analysis of course readings. Students will also engage in extensive reading and discuss readings. In writing, students will work on paragraph and essay development and improving their vocabulary and grammatical accuracy in formal writing assignments. Students will also develop fluency and demonstrate reading comprehension through informal writing assignments.

ESL 320 – Advanced Reading and Composition

In this course students will develop skills and strategies for reading adapted and simple authentic college-level texts and writing 2–3 multi-draft essays in English. Students will apply reading strategies and demonstrate comprehension and analysis of course readings. Students will also engage in extensive reading and discuss readings. Students will work on essay development, paraphrasing and summarizing, and incorporating and citing sources. Students will progress from developing paragraphs to developing academic essays using effective patterns of organization and will complete informal writing assignments.

ESL 420 – High-Advanced Reading and Composition

In this course students will develop skills and strategies for reading authentic college-level texts and writing 2–3 multi-draft essays in English. In this course students will read essays and articles on a variety of topics from multiple sources and engage in extensive reading. Students will improve their ability to apply reading strategies, analyze and critique support, and use critical thinking to respond with their own ideas in writing and discussion. In 2–3 multi-draft essays, students will use effective organization to accomplish specific purposes as writers. Students will also develop informal writing skills.

ESL 921 – Academic Writing

This course focuses on foundational writing skills and emphasizes the writing process—developing ideas, drafting, revising, and editing. Guided textual analyses of readings are used to develop writing skills through the close examination of strategies employed by accomplished writers. Through ongoing, active participation, students learn to (1) match writing to audience and purpose, (2) produce different genres of academic writing, (3) incorporate source material into writing, and (4) critique their writing and that of others. Gains in writing skills culminate in students' ability to transfer acquired skills into discipline-specific writing. Through development of personal voice and an appreciation for the importance of the credibility of the writer, students also learn to recognize and avoid plagiarism. Problems with sentence structure, lexical grammar, and diction are addressed individually. This course meets with ESL 5302.

ESL 941 – Research Writing

This course enables students to develop the methods of citation, conventions of style and organization, and critical reading and thinking skills necessary for writing college-level research papers. Students select topics derived from a contemporary academic theme provided by the instructor and, applying a process approach, produce a research paper. Students will learn to use the library effectively and will learn about writing resources on campus such as Peer Research Consultants and Student Writing Support. Problems with structure and vocabulary usage are addressed individually. This course meets with 3402.

ESL 030 – Beginning Oral Skills

In this course, students will develop skills and strategies for listening to adapted general content and for speaking in basic conversations, discussions, and short presentations on familiar topics in English. The instructor will support students in using basic phrases to communicate in classroom and social interactions and pair and small group discussions and in delivering individual informative presentations with personal examples as support. The instructor will also help students to identify topic, main ideas, and important details of listening material. With significant support from the instructor, students will use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately. This course is intended for students with some prior English instruction.

ESL 130 – High Beginning Oral Skills

In this course students will develop skills and strategies for listening to general and adapted academic content and for speaking in conversations, discussions, and short presentations on familiar topics in English. The instructor will support students in using a variety of phrases to communicate in classroom interactions, small talk, and pair and small group discussions and in delivering individual informative presentations with personal and general examples as support. The instructor will also help students identify main ideas and important details and develop active listening and note-taking skills. With support from the instructor, students will use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately.

ESL 230 – Intermediate Oral Skills

In this course students will develop skills and strategies for listening to general and adapted academic content and for speaking in conversations, discussions, and presentations on familiar general and academic topics in English. Students will use a variety of phrases independently to communicate in classroom interactions and small talk. The instructor will support students in communicating in small group discussions and in delivering individual and group informative presentations with personal and general examples as support. The instructor will also help students paraphrase and summarize listening material. Students will develop inferencing, active listening, and note-taking skills. With support from the instructor, students will use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately.

ESL 330 – Advanced Oral Skills

In this course students will develop skills and strategies for listening to adapted and simple authentic academic content and for speaking in discussions and presentations on simple academic topics in English. The instructor will support students in leading small group discussions and in delivering individual and group informative and persuasive presentations with a variety of evidence as support. The instructor will also help students paraphrase and summarize listening material and evaluate a speaker’s reasoning and support. Students will develop inferencing, active listening, and note-taking skills. Students will independently use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately.

ESL 430 – High Advanced Oral Skills

In this course students will develop skills and strategies for listening to authentic academic content and for speaking in discussions and presentations on academic topics in English. Students will independently lead small group discussions and deliver consistently fluent, logical, unified, and coherent individual and group informative and persuasive presentations with a variety of evidence as support. Students will paraphrase, summarize, and synthesize listening material and evaluate a speaker’s reasoning and support. Students will make inferences, apply active listening strategies, and use effective note-taking skills. Students will independently use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately.

ESL 931 – Academic Speaking

The goal of this course is to help speakers of English who are already at the advanced level develop the skills needed to participate in American academic interactions at the university level of various types: presentations, group presentations, seminar-style discussions, and informal exchanges. In this class, students learn to present themselves professionally and socially in academic settings with accuracy, variety, and flexibility. They learn to organize and outline academic presentations, present information clearly and effectively, explain concepts and processes from their academic field, involve audience members, respond to questions, and monitor and improve their spoken fluency, grammar, and pronunciation. This course meets with ESL 3602.

ESL 900 – Current Issues in the Media

This course is open to full-time or part-time students in the Intensive English Program (IEP) at level 3 or above. Current Issues in the Media is an integrated-skills class that focuses on topics of global interest and importance. Students will develop English communication skills as they think critically about issues in the media and respond to authentic media material in English.

ESL 901 – US Culture

This course is open to full-time or part-time students in the Intensive English Program (IEP) at level 3 or above. US Culture is an integrated-skills course that focuses on key elements of culture and core US values such as diversity, freedom, independence, and hard work. Students will develop English communication skills as they think critically about the concept of culture and how US culture compares to other cultures.

ESL 902 – Academic Skills for the US University

This course is open to students enrolled in the Intensive English Program (IEP) at level 3 and above. This course will help students with a first language other than English polish their English skills in order to be successful in university level classes. Topics will cover the English language needed to interact within university settings. Some topics of focus are academic life, student/instructor roles, communicating by email, classroom interactions, and discussion/panel presentation skills.

ESL 905 – Topics

Special topics in English as a Second Language.

ESL 951 – Pronunciation

This course is designed for advanced English speakers who want to polish their pronunciation skills in English. In order to improve students’ ability to understand and pronounce English, a variety of areas of pronunciation will be covered while paying special attention to individual difficulties. Students will also be equipped with techniques to practice pronunciation improvement on their own. Topics covered include English sounds (individually and in combination with other sounds), word stress, sentence stress, rhythm, intonation, linking, understanding fast speech, pronunciation and spelling connections. This course meets with 3551.

For high-beginning or intermediate students during the 15-week program (25 hours/week)

HoursMondayTuesdayWednesdayThursdayFriday
9:05−9:55GrammarGrammarGrammarGrammarGrammar
10:10−12:05Reading & CompositionReading & CompositionReading & CompositionReading & CompositionReading & Composition
Lunch Break     
2:30−4:25Oral SkillsOral SkillsOral SkillsOral SkillsOral Skills

 

For advanced or high-advanced students during the 15-week program (25 hours/week)

HoursMondayTuesdayWednesdayThursdayFriday
8:00−8:50GrammarGrammarGrammarGrammarGrammar
9:05−9:55     
10:10−12:05Reading & CompositionESL ElectiveReading & CompositionESL ElectiveReading & Composition
Lunch Break     
1:25−2:15     
2:30−3:20ESL Elective*Oral SkillsESL Elective*Oral SkillsESL Elective*
3:35−4:25ESL Elective*Oral SkillsESL Elective*Oral SkillsOral Skills

*Students who demonstrate a high proficiency in English may be able to substitute one academic course (such as Math) for one ESL Elective.

Summer Courses (7 weeks)

ESL 005 – Beginning Grammar

In this 7-week intensive course, students begin to develop grammar skills by focusing on the meaning, form, and use of the most basic grammar structures in reading, writing, listening, and speaking. Major topics include nouns, articles, subject pronouns, possessive and descriptive adjectives, prepositions, simple present tense, and accurate use of adverbs and time expressions. With significant support from the instructor, students will complete sentence-level writing assignments, short controlled speaking assignments, and tests.

ESL 105 – High Beginning Grammar

In this 7-week intensive course students will continue developing grammar skills by focusing on the meaning, form, and use of basic grammar structures in reading, writing, listening, and speaking. Major topics include nouns, articles, pronouns, coordinating conjunctions, simple present, present progressive, and simple past verb tenses, and accurate use of adverbs, time expressions, and time clauses. With support from the instructor, students will complete sentence and paragraph-level writing assignments, controlled speaking assignments, and tests.

ESL 205 – Intermediate Grammar

In this course students will continue refining and extending their grammar skills by focusing on the meaning, form, and use of basic and more complex grammar structures in reading, writing, listening, and speaking. Major topics include modals, coordinating and subordinating conjunctions, simple present, present progressive, simple past, past progressive, and future verb tenses, and accurate use of adverbs, time expressions, and time clauses. With some support from the instructor, students will complete sentence and paragraph-level writing assignments, controlled speaking assignments, and tests.

ESL 305 – Advanced Grammar

In this course students will review basic grammar skills and start to develop their understanding and control of complex grammar structures by focusing on their meaning, form, and use in reading, writing, listening, and speaking. Major topics include nouns, articles and quantifiers, phrasal verbs, coordinating and subordinating conjunctions, transitions and other connectors, a review of present and past verb tenses, present perfect and present perfect progressive tense, and accurate use of adverbs, time expressions, and time clauses. Students will complete paragraph-level writing assignments, recorded speaking assignments, and tests that require increasing levels of independent production.

ESL 405 – High Advanced Grammar

In this course students will solidify their control over a range of basic and complex grammar structures by focusing on their meaning, form, and use in reading, writing, listening, and speaking. Major topics include lexical patterns, noun clauses, coordinating and subordinating conjunctions, transitions and other connectors, and parallelism. Students will independently complete paragraph-level writing assignments, recorded speaking assignments, and assessments that require accurate use of a range of grammatical options.

ESL 015 – Beginning Reading and Composition

In this 7-week intensive course, students will develop skills and strategies for reading short adapted texts and writing sentences and multi-draft short descriptive paragraphs in English. Students will apply basic strategies with the instructor’s support to read a variety of short and simplified texts. Students will learn the fundamentals of writing at the sentence and basic paragraph level. The instructor will support students in developing basic vocabulary and using language accurately in simple sentences. This course is intended for students with some prior English and is not for true beginners.

ESL 115 – High Beginning Reading and Composition

In this course, students will develop skills and strategies for reading short adapted texts and writing multi-draft papers of one or more paragraphs in English. Students will apply reading strategies and demonstrate comprehension and analysis of adapted texts. Students will also engage in extensive reading and discuss readings. In addition, students will complete informal writing assignments and 2–3 multi-draft papers of one or more paragraphs. With the instructor’s support, students will work on developing ideas and organization as well as accurate grammar and vocabulary.

ESL 215 – Intermediate Reading and Composition

In this course, students will develop skills and strategies for reading adapted and simple authentic texts and writing 2–3 multi-draft papers of one or more paragraphs. Students will apply reading strategies and demonstrate comprehension and analysis of course readings. Students will also engage in extensive reading and discuss readings. In writing, students will work on paragraph development and improving their vocabulary and grammatical accuracy in formal writing assignments. Students will also develop fluency and demonstrate reading comprehension through informal writing assignments.

ESL 315 – Advanced Reading and Composition

In this course students will develop skills and strategies for reading adapted and simple authentic college-level texts and writing 1–2 multi-draft essays. Students will apply reading strategies and demonstrate comprehension and analysis of course readings. Students will also engage in extensive reading and discuss readings. Students will work on essay development, paraphrasing, and summarizing. Students will review basic and essay organization and will complete informal writing assignments.

ESL 415 – High-Advanced Reading and Composition

In this course students will develop skills and strategies for reading authentic college-level texts and writing multi-draft essays. Students will read essays and articles on a variety of topics from multiple sources and engage in extensive reading. Students will improve their ability to apply reading strategies, analyze and critique support, and use critical thinking to respond with their own ideas in writing and discussion. In 1–2 multi-draft essays, students will use effective organization to accomplish specific purposes as writers. Students will also develop informal writing skills.

ESL 025 – Beginning Oral Skills

In this 7-week intensive course, students will begin to develop skills and strategies for listening to adapted general content and for speaking in basic conversations, discussions, and short presentations on familiar topics in English. The instructor will support students in using basic phrases to communicate in classroom and social interactions and pair and small group discussions and in delivering individual informative presentations with personal examples as support. The instructor will also help students to identify topic, main ideas, and important details of listening material. With significant support from the instructor, students will use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately. A significant part of this course will include using new language skills to interact with speakers of English beyond the classroom through a series of field trips in which students explore US and local culture and develop critical thinking skills. This course is intended for students with some prior English.

ESL 125 – High Beginning Oral Skills

In this course, students will continue developing skills and strategies for listening to general and adapted academic content and for speaking in conversations, discussions, and short presentations on familiar topics in English. The instructor will support students in using a variety of phrases to communicate in classroom interactions, small talk, and pair and small group discussions and in delivering individual informative presentations with personal and general examples as support. The instructor will also help students identify main ideas and important details and develop active listening skills. With support from the instructor, students will use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately. A significant part of this course will include using new language skills to interact with speakers of English beyond the classroom through a series of field trips in which students explore US and local culture and develop critical thinking skills.

ESL 225 – Intermediate Oral Skills

In this course, students will continue developing skills and strategies for listening to general and adapted academic content and for speaking in conversations, discussions, and presentations on familiar general and academic topics in English. With the instructor’s support, students will use a variety of phrases to communicate in classroom interactions and small talk. The instructor will support students in communicating in small group discussions and in delivering individual informative presentations with personal and general examples as support. Students will also develop inferencing and active listening skills. With support from the instructor, students will use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately. A significant part of this course will include using new language skills to interact with speakers of English beyond the classroom through a series of field trips in which students explore U. and local culture and develop critical thinking skills.

ESL 325 – Advanced Oral Skills

In this course students will continue developing skills and strategies for listening to adapted and simple authentic academic content and for speaking in discussions and presentations on simple academic topics in English. The instructor will support students in participating in small group discussions and in delivering individual and group informative and/or persuasive presentations with a variety of evidence as support. The instructor will also help students paraphrase and summarize listening material and evaluate a speaker’s reasoning and support. Students will develop inferencing and active listening skills. With support from the instructor, students will use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately. A significant part of this course will include using new language skills to interact with speakers of English beyond the classroom through a series of field trips in which students explore U.S. and local culture and develop critical thinking skills.

ESL 425 – High Advanced Oral Skills

In this course students will continue developing skills and strategies for listening to authentic academic content and for speaking in discussions and presentations on academic topics in English. Students will be supported in leading small group discussions and will independently deliver consistently fluent, logical, unified, and coherent individual and group informative and/or persuasive presentations with a variety of evidence as support. Students will independently paraphrase, summarize, and synthesize listening material, and the instructor will help students evaluate a speaker’s reasoning and support. Students will independently make inferences, apply active listening strategies, and use clear pronunciation, level-appropriate vocabulary, and level-specific grammar accurately. A significant part of this course will include using new language skills to interact with speakers of English beyond the classroom through a series of field trips in which students explore US and local culture and develop critical thinking skills.

ESL 950 – Pronunciation Improvement

This course meets with ESL 3550 and provides an overview of pronunciation in American English. Pronunciation Improvement is designed for advanced students who want to polish their pronunciation skills in English. In order to improve awareness and production of sounds in spoken English, a variety of areas of pronunciation are covered while paying special attention to individual needs. Students will also be equipped with techniques for independent pronunciation practice. Topics covered include word stress, sentence stress, rhythm, intonation, and linking.

For all levels during the 7-week program (25 hours/week)

HoursMondayTuesdayWednesdayThursdayFriday
9:05−9:55GrammarGrammarGrammarGrammarGrammar
10:10−12:05Reading & CompositionReading & CompositionReading & CompositionReading & CompositionReading & Composition
Lunch Break     
1:25−2:15Oral SkillsOral SkillsOral SkillsOral SkillsOral Skills
2:15−3:20Oral SkillsOral SkillsOral SkillsOral Skills 
3:20−4:25   Oral Skills** 

**Students develop listening and speaking skills by interacting with people and resources in the community on a weekly field trip.

Disability Resources

The Disability Resource Center (DRC) is committed to making the University accessible and inclusive for students, faculty, staff, and guests with disabilities. The DRC serves students with disability or health/medical conditions. Disabilities or health conditions may include: mental health, conditions like migraines and diabetes, physical or mobility disabilities, Attention Deficit and Hyperactivity Disorder (ADD/ADHD), learning disabilities like dyslexia and dysgraphia, autism spectrum, brain injuries, and more. The DRC also serves students who are blind or have low vision and who are deaf or hard of hearing.

Students with disabilities or health conditions may make an appointment to register with the DRC to meet with an Access Consultant. In this meeting, an Access Consultant will talk with you about your disability/health condition to determine what accommodations or resources may be helpful to you. Accommodations are changes that are made to courses and student life on campus so that all students can fully participate. The purpose of accommodations is to provide access while keeping learning outcomes and essential requirements in place. Accommodations may relate to assignments, note taking, test taking, reading, classroom participation, housing, credit load, and more.

You may register with the DRC at any time; however, certain accommodations require advanced notice to put into place. Please contact the DRC as soon as possible if you would like to register or discuss accommodations, even before you arrive on campus. You can make an appointment or ask questions by sending an email to drc@umn.edu. You may also want to review the DRC’s Frequently Asked Questions.

Various educational technologies are used in this program. Students will be required to access email, course websites, and other online applications with or without accommodations.

Accreditations and Affiliations

Accreditations

CEA logo

MELP’s Intensive English Program is accredited by the Commission on English Language Program Accreditation for the period August 2021 through August 2031 and agrees to uphold the CEA Standards for English Language Programs and Institutions. CEA is recognized by the U.S. Secretary of Education as a nationally recognized accrediting agency for English language programs and institutions in the U.S. For further information about this accreditation, please contact CEA, 1001 North Fairfax Street, Suite 630, Alexandria, VA 22314, (703) 665-3400, cea-accredit.org.

CEA Standards | CEA Complaint Policy 
 

Higher Learning Commission logo

All campuses of the University of Minnesota operate with the accreditation of the Higher Learning Commission. The Twin Cities campus has been accredited continuously since 1913. 

The University of Minnesota’s programs are reviewed by the Higher Learning Commission through an exhaustive review process every ten years. The U of M is currently accredited through 202526.


Affiliations

University and College Intensive English Programs logo

The Minnesota English Language Program also belongs to UCIEP, “an independent consortium of university and college-administered intensive English programs in the United States. Founded in 1967, UCIEP's purpose is to advance professional standards and quality instruction in intensive English programs at universities and colleges in the United States.” Like other member programs, MELP is committed to offering high quality English language instruction from professional and highly qualified instructors. MELP adheres to UCIEP guidelines to maintain its affiliation.
 

American Association of Intensive English Programs logo

The Minnesota English Language Program is a member of English USA, the largest association of intensive English programs specifically serving programs in the US. This affiliation supports MELP instructors and staff in the program’s mission to improve the English language skills of its students. To maintain its membership in English USA, MELP must uphold the high standards of the organization. 

Contact Information

612-624-1503 or 1-800-234-6564
esl@umn.edu

Office Location: 20 Nicholson Hall
Office Hours: Monday–Thursday, 8:30 a.m.–4:00 p.m.; closed on Fridays
Virtual Front Desk Hours: Wednesdays, 8:30–10:30 a.m.; Fridays, 8:30–11:30 a.m.

Note: If you are visiting our office in person and do not have a U Card, please call us so we can let you into the building.