Welcome to English as an Additional Language (EAL) at the ISK
An Introduction
The EAL support programme at the International School of Koje (ISK) recognizes the contribution of our EAL students to the education of all students. As such, and in the context of our ever-changing world, the interaction between students from different geographical, national, ethnic and linguistic experiences is an acknowledgement of our school's mission and vision. Thus, the common task of learning English as an Additional Language unites the EAL students of ISK by offering a support network, which serves to promote students' enjoyment of learning while facing the challenges of seeking to achieve their personal academic potential. Furthermore, the EAL programme seeks to provide our students with the skills to be confident, global citizens, who are able to interact with the English-speaking community of the world.
Goals of the EAL Programme
The EAL programme at ISK seeks to be guided by the ESL standards for pre-K–12 students (TESOL, 1997). There are three goals for Limited English proficient students in our EAL programme.
1. To use English to communicate in social settings: -
* Students should use English to participate in social interactions;
* Students should interact in, through, and with spoken and written English for personal expression and
enjoyment;
* Students should use learning strategies to extend their communicative competence.
2. To achieve academically in all content areas: -
* Whenever possible, students should use English to interact in the classroom;
* Whenever possible, students should use English to obtain, process, construct and communicate
subject matter information in spoken and written form;
* Whenever possible, students should use appropriate learning strategies to construct and apply
academic knowledge.
3. To use English to function in socially and culturally appropriate ways in multi-cultural and diverse
settings: -
* Whenever possible, students should use the appropriate language variety and genre according to
audience, purpose, and setting;
* Whenever possible, students should use non-verbal communication appropriate to audience, purpose,
and setting;
* Whenever possible, students should use appropriate learning strategies to extend their sociolinguistic
and sociocultural competence.
1. To use English to communicate in social settings: -
* Students should use English to participate in social interactions;
* Students should interact in, through, and with spoken and written English for personal expression and
enjoyment;
* Students should use learning strategies to extend their communicative competence.
2. To achieve academically in all content areas: -
* Whenever possible, students should use English to interact in the classroom;
* Whenever possible, students should use English to obtain, process, construct and communicate
subject matter information in spoken and written form;
* Whenever possible, students should use appropriate learning strategies to construct and apply
academic knowledge.
3. To use English to function in socially and culturally appropriate ways in multi-cultural and diverse
settings: -
* Whenever possible, students should use the appropriate language variety and genre according to
audience, purpose, and setting;
* Whenever possible, students should use non-verbal communication appropriate to audience, purpose,
and setting;
* Whenever possible, students should use appropriate learning strategies to extend their sociolinguistic
and sociocultural competence.
Assessment for Support
All students whose first language is not English are assessed using the World-Class Instruction Design and Assessment (WIDA) tool relative to their academic year level. This language proficiency assessment tool examines the four domains of Listening, Speaking, Writing and Reading and a final score is determined based upon the weightings of each component in relation to the others.
When assessment is complete, EAL students are allocated to an ISK Phase guided by reference to the Performance Definitions for the Levels of English Language Proficiency in Years 1 - 13. They will be placed between Phases 1 and 4 with Phases 1 - 3 being offered various types of support, which should enable them to meet the year level Learning Goals and Targets. The progress of Phase 4 students is monitored by the classroom teacher in collaboration with the EAL Support Teacher for the year level.
When assessment is complete, EAL students are allocated to an ISK Phase guided by reference to the Performance Definitions for the Levels of English Language Proficiency in Years 1 - 13. They will be placed between Phases 1 and 4 with Phases 1 - 3 being offered various types of support, which should enable them to meet the year level Learning Goals and Targets. The progress of Phase 4 students is monitored by the classroom teacher in collaboration with the EAL Support Teacher for the year level.
The CAN DO DESCRIPTORS which guide Phase allocation can be viewed at:
http://www.wida.us/standards/CAN_DOs/
http://www.wida.us/standards/CAN_DOs/
How much support will students be offered in the classroom?
Support models are determined by each student's language proficiency level. However, the amount of support offered will depend upon student needs and the resources available at ISK. This support will take the form deemed most appropriate by the EAL and classroom teachers, but will include in-class and/or withdrawal support.
Almost all EAL students will be tested at the beginning of the school year and again towards the end of Term 3. The exception is Year 1; these EAL students will be tested in Term 2 and may be retested in mid-Term 4.
Reporting will take the form of a contribution to the general year level Report and a Conference with parents if required and/or desired. EAL Reports will be issued only for those students in Phases 1 - 3.
Students will have the opportunity to move phases in response to WIDA testing during the school year.
Almost all EAL students will be tested at the beginning of the school year and again towards the end of Term 3. The exception is Year 1; these EAL students will be tested in Term 2 and may be retested in mid-Term 4.
Reporting will take the form of a contribution to the general year level Report and a Conference with parents if required and/or desired. EAL Reports will be issued only for those students in Phases 1 - 3.
Students will have the opportunity to move phases in response to WIDA testing during the school year.
What is in-class support?
In class support is when students are supported in the mainstream classroom. The EAL and classroom teachers collaborate at the lesson planning stage to ensure that instructional strategies and scaffolding techniques are embedded in classroom teaching practices. This is done to make sure the greatest opportunity is given for EAL students to achieve their individual, academic potential.
The EAL teacher is also available to support students and answer any questions they may have.
The EAL teacher supporting your child will contact you directly, so that as a parent, you can easily communicate an queries you may have.
The EAL teacher is also available to support students and answer any questions they may have.
The EAL teacher supporting your child will contact you directly, so that as a parent, you can easily communicate an queries you may have.
EAL Support in the lower years
The lower years includes English Language Learners from Years 1 - 4. The goal of EAL classes in these years is to increase proficiency across all English language skills. EAL Support Teachers team up with classroom teachers, staff and parents to ensure that students are receiving the support needed to grow emotionally, socially and academically. The language support provided to our students looks different in every class and is tailored to fit the individual needs, interests and abilities of each student. Class teachers and students receive a variety of support, including, but not limited to in-class, small group and one-on-one. Young learners often make great progress due to their age and ability to quickly learn an additional language, which assists them to more easily achieve the IPC Learning Goals and Targets of the relevant year level.
EAL Support in the upper years
The upper years group includes students from Years 5 - 9. In these years, EAL support is designed to help students who need extra support in developing the English language skills required to achieve content literacy.
There is a recognition that, EAL learners in the upper years need to feel included both inside and outside their classrooms. As such, the support programme seeks to assist the learners in a more personalized small group learning environment within the mainstream classroom. In addition, and if it is believed necessary, Phase 1 learners will be withdrawn to receive support outside the mainstream classroom. Upon being identified as an EAL learner, students receive support with the following:
A Message from the EAL Coordinator
The International School of Koje (ISK) recognizes the contribution of our EAL students to the education of all students. As such, and in the context of our changing world, the interaction between students from different geographical, national, ethnic, and linguistic experiences is an acknowledgement of our schools mission and vision.
The common task of learning English as an Additional Language truly unites the EAL students of ISK, thus offering a support network, which not only promotes their enjoyment but also helps them face the challenges of achieving their academic potential.
Finally, our EAL programme seeks to provide our students with the support to develop the skills they will need to be confident, global citizens interacting with the larger English speaking community of the world.
There is a recognition that, EAL learners in the upper years need to feel included both inside and outside their classrooms. As such, the support programme seeks to assist the learners in a more personalized small group learning environment within the mainstream classroom. In addition, and if it is believed necessary, Phase 1 learners will be withdrawn to receive support outside the mainstream classroom. Upon being identified as an EAL learner, students receive support with the following:
- Reading comprehension,
- Creative writing skills,
- Basic conversational English,
- Phonetics, phonemes and blends,
- Critical thinking skills,
- Grammar, parts of speech, and spelling,
- Vocabulary building,
- Confidence building.
A Message from the EAL Coordinator
The International School of Koje (ISK) recognizes the contribution of our EAL students to the education of all students. As such, and in the context of our changing world, the interaction between students from different geographical, national, ethnic, and linguistic experiences is an acknowledgement of our schools mission and vision.
The common task of learning English as an Additional Language truly unites the EAL students of ISK, thus offering a support network, which not only promotes their enjoyment but also helps them face the challenges of achieving their academic potential.
Finally, our EAL programme seeks to provide our students with the support to develop the skills they will need to be confident, global citizens interacting with the larger English speaking community of the world.
