ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

PROGRAM AREA PHILOSOPHY SUMMARY

We believe that...

• language is at the heart of human communication, enabling us to express our thoughts, feelings and perspectives of our world

• multilingualism is an asset in our increasingly interconnected world

• EAL students learn better when adults collaboratively and intentionally plan for learning

• improvements. EAL teachers advocate for EAL students and bring pedagogical expertise

• (theory and practice) to the school to support student learning

• Our EAL learners will make measurable and appropriate growth in language and content, communicate their learning effectively and be able to move toward independently reaching grade-level expectations by:

• engaging with high cognitive, authentic, language-rich and inclusive learning experiences

• continuing to develop their home languages and culture at home and where possible, at school

• being provided with research-based language instruction and content support across the curriculum

• engaging in, challenging, and culturally inclusive practice throughout the school

• experiencing a strong home-school partnership

We believe that...high quality teaching of our EAL learners should include:

• high expectations for all of our EAL learners

• learning opportunities within a safe, nurturing and language rich environment

• engaging with appropriately challenging texts

• systematic opportunities to talk, reflect, and take risks with language

• a sheltered immersion approach

Additional Program Information

• Students applying to Grade 6 - 8, who are not yet fluent in English and/ or have never previously studied in an English language school, will participate in an English language (EAL - English as an Additional Language) screening at ISB or on-line.

• In the MS EAL program, at each grade level, we offer four levels of support: Beginner, Intermediate, Advanced, and Watch & Consult. These levels may be combined in a single class period.

• Movement between these levels is a team decision based on EAP and core class performance as well as standardized and internal assessments related to reading, writing, speaking, and listening skills.

• Students at the Watch and Consult level of support no longer attend a regularly-scheduled EAP class. EAP teachers continue to oversee their progress.

G6-8 EAP Beginner students attend the English Foundations class in preparation for English. Language Arts (ELA). Grammar, vocabulary and an emphasis on speaking, listening, reading and writing will support the transition into ELA. A variety of language skills will be developed and practiced through authentic contexts and broad themes.

Courses

English for Academic Purposes

EAP Standards

English for Academic Purposes (EAP) in Grade 6, 7, 8

• Beginning EAL

• Intermediate EAL

• Advanced EAL

English Foundations

English Foundations Standards

Unit of Study

Identity

Strands

Unit Strands are based on student needs and core class content.

• English Language Arts

• Science

• Social Studies

Essential Questions

• What is identity?

• How can people and communities have their own unique identities, yet still respect other identities and cultures?

• How can I be an effective communicator?

Human rights

Sustainability

• What are human rights?

• Why are children’s rights violated in some places?

• How can I connect and convey information to others?

• What is sustainability?

• Why is sustainability important?

• How do purpose and audience influence the way I communicate?