Our school’s EAL Department is committed to supporting all students whose native language is not English by ensuring they have full access to the curriculum taught in all their classes. Our goal is to provide help to all students with lower English proficiency to become more independent and confident to progress with their English language skills in all areas.
Our program also strives to educate our whole community about the language acquisition process, as well as our philosophy and methodology for teaching language through content.
We believe that the English language unites our community, and that learning it is a lifelong process for everyone.
At ISL, we believe that by modeling our own language learning, facilitating a school culture that values persistence and progress rather than perfection, we are able to create a comfortable environment for studying and mastering new languages. Students are challenged in each class to communicate well, take appropriate risks, show caring, and be respectful. Through these key elements of the IB Learner Profile, it is possible for all students to thrive as language learners.
At each level, we believe a student’s native language needs to be maintained for heritage and literacy purposes. A strong foundation in one’s native language is the best scaffold on which to build learning in other languages.
The ultimate aim of our English as an Additional Language (EAL) program is to provide just enough support to learners of English so they may continue in their academic development across the whole curriculum.
EAL specialist co-teaches in the regular classroom (push-in classes)
The EAL teacher joins the content teacher in the regular classroom and assists both the teacher and students in adapting the delivery of the content to support English language learners in that classroom. Thus, language learning is contextualized into academic content. Students learn grammar, syntax, and academic vocabulary through genuine classroom contexts in each of their classes as a result of careful preparation and planning, with integrated co-teaching.
EAL class during Language B time (pull-out classes)
In Grades 1 to 10, in order to be successful across the curriculum in academics, additional English language support is warranted for certain students. These students attend English language support classes in place of studying Language B in the International Baccalaureate framework. These classes take the form of intensive and tailored language instruction, plus support for learning of other academic material within a small group setting. The EAL department works with teachers and students in and out of the regular classes, adapting to various individual needs. Such EAL support is intended to give students an intensive, shorter-term boost toward academic language proficiency in English. Each Spring term, all EAL pull-out students are reassessed, using various assessment data including testing and teacher evaluations to determine their needs for English language support in the following year. Students gradually transition from small group “pull-out” support to “push-in” support in classes to full independent learning. Students who exit the EAL program continue to be monitored to ensure that they are thriving and successful at making academic gains.
WHo Qualifies for EAL ?
Upon matriculating at ISL, students are evaluated for English language level and proficiency in the domains of listening, speaking, reading, and writing. Together with a thorough review of their application for admission, previous school records, an interview; and, if deemed necessary, completion of an assessment to determine a student's English language level using the The Oxford Online Placement Test or IDEA Language Proficiency Test (IPT) . If students test at a level below determination is made to place students into the EAL support program who score at a proficiency level below “Expanding” based on the WIDA Can-Do Level Descriptors (Original Edition).
At ISL, English is taught using a variety of methods which focus on teaching language through content, rather than on repetitive grammar drills and memorizing vocabulary. There are two models of language support that English learners receive, depending on individual needs, either “push-in” or “pull-out”:
A Note about Language Acquisition
On average, language acquisition research consistently proves that it takes seven to nine years to learn a new language proficiently in both social and academic contexts. As teachers and parents, we need to remember to be patient with our students. We should look for steady progress rather than leaps forward. As students will often be exhausted when they begin this process, providing breaks at school and extra sleep at home are crucial components to their success. It is important to note that learners often experience a period of silence and varying emotional stages associated with being immersed in a language new to them. With patience, time, and practice, progress is sure to come.
Click here for a list of things you can do at home to support your child’s English language learning.
If you have any questions about ISL’s EAL program, please feel free to contact Veronika Kozel, EAL Coordinator, at firstname.lastname@example.org