English as an Additional Language (EAL)

EAL Program Philosophy

The English as an Additional Language program provides language instruction for EAL students, support for EAL students and their content area teachers, and facilitates social and academic success. Authentic language experiences in appropriate individualized learning environments enable students to develop proficiency and autonomy. The EAL faculty uses a variety of teaching methods to:

1. accommodate different learning styles, foster positive self-concepts, and encourage cooperation;
2. develop an awareness of thinking processes, critical thinking, and decision-making which are integral to language acquisition; and
3. develop cognitive academic language proficiency through instruction in content areas.

Further, the EAL faculty, in collaboration with classroom teachers, promotes understanding and acceptance of cultural differences. Students are encouraged to maintain their native language and culture, enhancing both cognitive growth and second language development.

EAL Program Goals

The following are the goals of the EAL program.

1. High academic standards will be maintained for all students.
2. Second language acquisition will be expedited.
3. Flexible scheduling, in-service training and reasonable student-teacher ratios will be maintained.
4. EAL students will have equal access to all curricula.
5. All students will have the opportunity to develop cross-cultural awareness and understanding.

What is the admissions policy for EAL students at ISB?

All students who have lived or been educated in a bi-lingual or multi-lingual setting may be required to have an English Language Proficiency Assessment. Students with an educational background that indicates high academic achievement in an English language school setting and standardized test scores may be exempt from this assessment.

All students must complete the ISB application form and submit complete educational records translated into English for at least the two school years prior to the date of application to ISB (where applicable). General admission to ISB is dependent upon the student applying for the age appropriate grade level at ISB as well as the results of all ISB assessments. A battery of tests is given to students by the elementary, middle and high school EAL departments.

Tests Include:

1. Listening Comprehension and Oral Expression
2. Word and Letter Identification, Reading Comprehension and Vocabulary Test (when appropriate)
3. Writing sample (when appropriate)

The applications of all candidates to the EAL program at ISB will be assessed, inclusive of the EAL test results, for other predictors of success in the SIM program at ISB. Other predictors include (1) overall academic success in previous school(s); (2) previous schooling/experience in an English-speaking environment; (3) level of support from family and in-country living arrangements.

Students are then recommended, or not recommended, for placement in the EAL program. Those students not placed in the EAL program show positive predictors for success and receive scores indicating peer competitiveness in terms of the above speaking, reading, listening, and writing tests. Students placed in the EAL program also show positive predictors for success but their test scores indicate a need for EAL services. Students not recommended for acceptance at this time either show few positive predictors of success or receive scores indicating their inability to function in the SIM classrooms at ISB.

How do students learn English at ISB?

The process of learning a second language is both “conscious and unconscious”. Thus, teacher instruction and student effort must be consciously focused on language. Yet at the same time, students naturally acquire language through exposure to the second language in an authentic setting. At ISB, EAL students in the mainstream classroom are immersed in a language rich environment planned and supported by both the classroom and EAL teachers. They also receive direct language instruction in the mainstream and/or EAL classroom. Students develop linguistic competency by interacting with different audiences and text types in a variety of social and academic settings for different purposes.

A fully developed native language is a great advantage to second language learners. They can build on the cognitive (concepts) and linguistic (language structure and function) knowledge of their native language as well as their experiences as learners.

What EAL services are offered at each division ?

Within the context of an immersion model at ISB, the EAL departments at each of the three divisions provide a range of types and levels of direct and indirect services for all EAL learners. The broad range and flexibility of the program allows students to receive various types of EAL services as their need for language support changes over the years. Among the three divisions, collaboration between EAL and content teachers takes place on a regular basis. A primary goal of this collaboration is the development of lesson activities and assignments making the language of the content area accessible to all students. Attention paid to the language allows students to meet the outcomes of the content areas through full participation in class activities and successful completion of assessments.