English As An Additional Language

EAL stands for English as an Additional Language and is offered for students who require extra support or particular learning strategies to aid their English language acquisition. At MISY, the language of instruction is English with the school following the English National Curriculum. As the vast majority of students at MISY are learning English as an additional language, the EAL programme seeks to support learning throughout the primary and secondary levels.

The English as an Additional Language (EAL) Programme is a paid programme supported by four full time EAL teachers and designed to provide academic and social language support for non-native speakers of English from Year 3 through to Year 10. The primary purpose of the programme is to ensure that all students become proficient in English and are able to access the curriculum. Therefore, language skills and strategies are integrated with content area and subject matter whenever possible. The EAL Programme addresses individualized needs and learning styles through; one-on-one, small group instruction, pull-out lessons and in-class support teachers work closely with mainstream classroom teachers.

Our EAL Programme promotes curricular integration and student engagement. We hold ourselves accountable for differentiating instruction and co-teaching with colleagues to best address each child’s learning style and language needs.

For existing MISY students, students may be flagged for EAL support by their class teacher if they are worried about their English progress. At this point the EAL department will test the student using the WIDA model test (an international, standardised English Language proficiency test). New primary students can be referred to the EAL department by the Head of Primary during the admissions process. All students entering into secondary (KS3 and 4) take a WIDA test if possible. Please note that if a student needs EAL support additional fees will be charged for the first year.

The following criteria are used for deciding when a student is ready to discontinue with EAL support:

The student’s scores on the WIDA assessment are all, or nearly all, on a level 4 for Primary, level 5 for KS3 and level 6 for KS4 , in all four language skill areas. (Speaking, Listening, Writing and Reading)
Progress Test results.
Writing assessments
Reading level
All, or nearly all, grade-level assessments and reporting documents (both formal and informal) show that the student is working confidently and competently at grade level.
EAL teacher, class teacher and parents agree that the student leaves EAL classes.

6- Reaching

• specialized or technical language of the content areasa variety of sentence lengths of varying linguistic complexity in extended oralor written discourse, including stories, essays or reports
• oral or written language approaching comparability to that of proficient English peers when presented with grade level material

5- Bridging

• specific and some technical language of the content areas
• a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
• oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support

4- Expanding

• general and some specific language of the content areas
• expanded sentences in oral interaction or written paragraphs
• oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

3- Developing

• general language related to the content areas
• phrases or short sentences
• oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support

2- Beginning

• pictorial or graphic representation of the language of the content areas
• words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with with sensory, graphic or interactive support

1- Entering

• pictorial or graphic representation of the language of the content areas
• words, phrases or chunks of language when presented with one-step commands, directions, WH- choice or yes/no questions, or statements with with sensory, graphic or interactive support.