EAL (English as an Additional Language) support is an additional school service provided to enable your children to succeed in the grade-level classroom. EAL teachers closely work with classroom teachers to help children develop English language skills, reading and writing strategies, and cultural awareness which they will need to work successfully with ISG school curriculum.
International Schools Group believes that the acquisition of English as an Additional Language (EAL) enables learners to appreciate and participate more fully in our multi-cultural world. ISG will provide English language opportunities for students to learn basic interpersonal communication skills, to develop cognitive academic language proficiency, and to acquire an awareness of cultural diversity. Promoting multilingualism allows students to transcend their cultural boundaries to become global citizens and communicators in today’s changing world.
ISG Jubail Literacy Mission
Literacy is the foundation for academic success in all curricular areas. The critical components of our literacy program are reading, writing, listening and speaking. Administrators, teachers, parents and students will collaborate to create a passionate culture which delivers essential skills and celebrates literacy. Students will engage and participate daily in meaningful classroom activities based on best literacy practices and authentic literature.
We believe data-driven small group instruction, differentiation and teacher modeling are the most effective means of literacy instruction. Our literacy program establishes environment where students become confident and competent readers, writers and communicators.
ISG Jubail EAL Department Philosophy
Our EAL Department helps children with limited English proficiency gain the ability and confidence needed to succeed both socially and academically in an English environment. We recognize that each child’s needs are unique, and therefore it is our responsibility to individualize instruction and help children to function successfully in the mainstream classrooms.
We work with our children to develop both social and academic English language skills of listening, reading, writing, and speaking. We try to achieve this by utilizing a combination of “push-in” and “pull-out” models in order to meet students’ needs. We also consistently collaborate with classroom teachers to develop effective instructional strategies to help all EAL students succeed.
“Push-in” model is a method in which EAL teachers come into the mainstream classrooms and provide the EAL students with specific targeted instruction in order to meet their needs.
“Pull-out” model is a method in which EAL students are taken out of their classes for some periods a week to receive more intensive EAL instruction in smaller class sizes with students of similar proficiency levels.
At ISG Jubail School, all our classes are conducted in English. Consequently, there are English language proficiency requirements that differ as grades progress. Once students reach Grade 9, they are expected to be able to function in mainstream classrooms without any English language support. For more information, please refer to English language requirements in 2014-2015 EAL Department Handbook.
It really depends on the student’s needs. We utilize both a “push-in” and a “pull-out” model and EAL teachers work with homeroom teachers to provide opportunities for students to acquire English language skills for social as well as academic success. For more information, please refer to EAL Support at ISG Jubail in 2014-2015 EAL Department Handbook.
Most children are capable of improving their English language skills by immersion in the regular classroom with a limited amount of direct EAL instruction daily. Research on Second Language Learning has shown that younger children can benefit greatly from the “push-in” model as the EAL teachers can provide differentiated instruction during class time.
The length of time varies depending on the age of the child, the level of English skills when the child entered school etc. Research has shown that children take five to seven years to achieve native-like proficiency in academic English. Our experience shows that most children are ready to leave the EAL program within two years. However, they may continue to require additional support to reach their full potential.
You can set aside a certain time each day when English is spoken at home. Use the house as a starting point in the teaching of vocabulary: Talk about the different objects in the kitchen, bedroom, playroom, garden, and sitting room. Teach single words at first. Later you may move into questions and answers: “What do you use a saucepan for?” “Where is your doll?”
Home learning should be pleasant. If a child makes a mistake, do not become angry, but calmly encourage him or her to try again.
You may take advantage of books that are sent home as readers, or library books. Before your child reads a book, there are activities you can do to make this experience more fun and more beneficial. First, look at the pictures and discuss them in English. Next, try to guess what the story is about. Then read the story, perhaps as a pair. If your child is a good reader, he or she might like to read it alone. Then review the story: talk about the best parts, the scariest parts, the characters, and the setting. If you can set aside 15 minutes a day for reading with your child you will see enormous progress.
English-speaking playmates are good teachers. Invite your child’s friends to your home to play. Let your child watch English-language children’s programs on television. Use this as an opportunity to ask questions and encourage active practice. Review your child’s schoolwork.
Support the class and EAL teacher if homework is sent home. Visit the school on Parent Nights: both the regular class and the EAL class.
We encourage parents to continue to foster the child’s communication in his or her home language. Many researches in second language acquisition have proven that there are many benefits of maintaining the children’s home languages. Please refer to Understanding the Bilingual Advantage in 2014-2015 EAL Department Handbook for more information.
It is important to be patient with your child’s learning progress. Students, who have been successful at school in their home country, may take several years to achieve similar success in English language schooling. Your children are undertaking a very difficult task and need time to play and make friends. If you decide to hire a tutor, please be sure that there is steady communication between the tutor, the regular classroom teacher, and the EAL teacher. This will make a tutor much more effective, and you will receive better value for your investment. You may be able to support your child in his/her studies by providing textbooks in your own language about the content being studied, or explaining lessons in your own language.
If at any time you have a question about EAL services, please feel free to contact your child’s EAL teachers through the school office. They will be glad to talk with you on the telephone, exchange emails, or will arrange to meet you personally to discuss any concerns.