English as an Additional Language (EAL)
IICS is an international school offering a rigorous and caring program for all language learners. IICS has students from more than 40 countries. Many students attending IICS are not native English speakers, even though they may speak two or even three other languages. Though the percentage changes from year to year, approximately 65% of IICS students are native speakers of English. IICS EAL aims to provide high quality, authentic instruction and activities that enable English language learners to acquire the social and academic English needed to achieve in all content areas. Students who speak little or no English are accepted into IICS up to and including Year 7. After this, students are tested to see if they will be able to meet the expectations of the IB Diploma Program with EAL support.
Primary EAL aims to:
Newcomers and beginning students receive additional intensive language support for a minimum period of six weeks.
The program provides instruction in language acquisition, speaking, listening, reading and writing.
The program includes developing social and academic vocabulary including that related to the unit of inquiry as well as developing and consolidating reading, comprehension, grammar and writing skills.
IICS Primary EAL Entry and Exit Procedures
Entry to the Primary EAL program is determined by a number of factors including information and records received upon application to the school and recommendations from one of the student's previous teacher.
Successful Exit from the program involves discussion with the grade level teacher, parents, and student after the EAL teacher completes a series of formal and informal assessments.
Secondary EAL aims to:
•To facilitate the smooth transition from EAL classes to mainstream.
•To increase, and develop a solid vocabulary base.
•To develop the ability to communicate effectively, both orally and in writing, in a variety of
•To develop the appreciation of different text styles.
•To develop an understanding of how to apply the grammar that underpins the English language.
•To develop and improve students’ confidence in using English as a working language.
All incoming MYP students (grades 7-10) who are identified as possibly in need of EAL support are assessed through an on-campus listening and writing sample as well as an interview with an EAL teacher and/or an administrator.
Students are then placed in EAL classes, meaning students are withdrawn from one or two mainstream classes, such as English and Humanities, for EAL-specific support until they are proficient enough in English to attend those classes. Alternatively, when appropriate, an EAL teacher works with students in the mainstream classroom. Whenever possible the EAL teacher will support students by helping them understand their work in their other mainstream classes.
The MYP guidelines regarding second language acquisition suggests that three to seven years may be necessary for an ESOL student to gain complete academic proficiency in English.
Appropriate assessment criteria have been developed for students in each phase, and students will now be awarded a grade of 1-7 similar to other MYP subjects. Students who are performing well in phases 4 and 5 will be considered for mainstream English and humanities classes when appropriate.