English as an Additional Language (EAL) clone clone

"Speak a new language so that the world will be a new world." ~Rumi

Welcome Message from the Head of EAL

My name is Katie White and I'm the Head of EAL at ASHK. Our ethos is Welcome, Encourage, and Celebrate. We believe in valuing and supporting our emergent multilingual students. English language learners have a rich linguistic background which can enrich our whole school with the diverse cultures and knowledge that they bring to the classroom. We value the assets, potential and contributions our emergent bilingual students bring to our school community.

Katie White, Head of EAL

Overview of the EAL Program at ASHK

At ASHK, students who are learning English as an additional language (EAL) are supported by EAL specialist teachers who carry out the mission of the school while helping students to belong, flourish, achieve and excel at their learning goals.

We are proud of our linguistically diverse, culturally rich school community. We welcome emergent bilingual students, and value the assets, potential and contributions they bring to our learning community. With English being the common global language today, attaining English language proficiency is key not just to academic success at international schools and universities, but also to gain an edge and stay competitive in today’s globalized workplace.

As part of our individualized learning approach, ASHK’s Excel English is comprised of two English Language Learning programs for families looking for a high-quality international education for children who are still developing their English language skills: Foundational English Program (FEP), and Mainstream EAL Program.

In both programs, students benefit from an academically rigorous standards-based curriculum and inquiry-based learning approach while being supported to acquire the English language skills they need to succeed. We ensure a low student-teacher ratio for optimal learning, with lessons tailored to individual language needs. Our experienced specialist language teachers nurture students to success by providing targeted instruction that is tailored to each child’s individual needs for English language development whilst enabling full access to the curriculum.

Unique Features of the EAL Program at ASHK

Foundational English Program (FEP)

Our accelerated intensive Foundational English Program (FEP) is designed for students in grades 2 to 5 who have limited proficiency in the English language, with the aim to develop the students’ English language skills needed to succeed at ASHK, and later, at university. Our highly skilled and experienced EAL faculty, who are experts in English language acquisition pedagogy and learning strategies, rapidly develop students' foundational skills in reading, writing, listening, and speaking. To ensure a holistic approach to learning, students integrate daily into specialist classes and activities with their mainstream cohort. This approach fosters communication, collaboration, and teamwork for a seamless transition to mainstream classes upon completion of the FEP.

The goal of the FEP is graduation within one semester. However, students who require additional time to meet the program’s exit criteria may continue for an extra semester. As this program is highly intensive, and with limited spaces available, only those applicants that show dedication to their studies and a strong academic record will be considered.

Unique Features

Personalized Language Growth Plans
Research-based language acquisition teaching methods and strategies
Engaging and motivating lessons
Use of ‘Real World - Real Knowledge’ English language acquisition materials and online tools
ASHK aligned curriculum for English Language Arts
Inquiry-based learning
IB education model where students develop the language and skills to be successful global citizens

Mainstream EAL Program

At ASHK, we believe in empowering our students. The Mainstream EAL Program enables English language learners to develop their language skills in an immersive English environment with full access to grade-level curriculum. Students receive a support plan based on their individual language needs and language objectives match content objectives in the classroom. We are members of the WIDA International School Consortium, and conduct diagnostic assessments upon entry and yearly assessments to measure growth in English proficiency, in addition to the ongoing formative assessments to measure progress. Mainstream EAL support may come from their classroom teacher, and EAL teachers assist in key class sessions or work with students in targeted small groups to develop literacy skills outside of the mainstream class based on student needs.

As we work to form independent critical thinkers and responsible global citizens, we provide support in the form of scaffolds. Like scaffolding, our supports are flexible, and based on needs. EAL supports are provided throughout a learner’s day whether they are with an EAL specialist, their classroom teachers, or other educators. Like all good scaffolds, they are intended to be removed when no longer needed based on English proficiency. To promote excellence, EAL teachers plan collaboratively with content area teachers to ensure objectives and rigor are met whether the student is in or out of the classroom.

English Proficiency Assessment

Our EAL Program uses a standard English proficiency assessment aligned with WIDA standards during the Admissions process in order to place qualifying students in the program. Students are assessed throughout the semester to ensure they are achieving growth and to track their progress and development in all four language domains. Students receive individualized feedback through class projects, presentations, homework, quizzes, and tests and student achievement is regularly shared with the EAL department, classroom teachers and parents. The program also utilizes various online tools designed to effectively track improvements in reading, writing, listening, and speaking. The end of semester English Assessment is a significant factor in determining if the student has met the program's exit criteria.

Are you a parent interested in international education for your child but have concerns about their proficiency in the English language?