eal-studentInternational Primary Curriculum (IPC)

The Stockholm International School - Primary School’s (Year 1-5) EAL Program is designed to give support to students whose first language is not English.

The program offers a nurturing, small group environment in which students are able to gain confidence in coping with the challenges of instruction in their additional language, whilst retaining links with their mainstream classes throughout the school day.

The student’s language proficiency is identified upon enrolment and thereafter eligible students are referred to the EAL Department. The department then structures an individual language plan to meet not only the academic needs of the student, but also their social needs at various stages in their language acquisition process. The support aims to offer assistance with projects, homework tasks and other mainstream areas, such as the IPC Units.

The ultimate goal of this program is to help our students to develop and/or further strengthen their English skills so that they may be able to successfully manage and access other curriculum subjects, in the mainstream classroom. The students exit the program when they are able to effectively access the target language and fulfill their individual goals within the language domains - listening, speaking, reading and writing.

Middle Years Program MYP (MYP)

The Stockholm International School - Secondary School’s (MYP) EAL program is designed to give support to students whose first language is not English.

Students who have not attended an English language school before coming to SIS are tested as soon as possible when they arrive. We pull-out students from regular English classes and they attend EAL classes during this time (4 lessons a week). Additional support of up 4 extra lessons a week can be given depending on level of support needed.

EAL classes are smaller than regular English classes. The focus is on language acquisition skills as well helping students to adjust to their new school setting. In the MYP we try to follow the same themes as the mainstream English classes. The difference is that EAL students read texts that are adapted to suit their levels. More advanced students, will often read the same text as the mainstream students but devote more time to developing comprehension skills.

Students in EAL work to improve their reading, writing and speaking. The smaller groups give students a chance to build on and improve their English skills and at the same time increase their confidence in the language before entering the mainstream classes.

The EAL teachers also assist the students with the English in other subject areas. Students can bring work from other classes to the EAL class and when time allows the EAL teachers attend some lessons in other subjects and assist EAL students. These strategies allow for the students to develop their English language skills in a way that can help them to cope in other subject areas.

Students can opt out of Language B (3 lessons a week) during their first year at SIS if they have a mother tongue other than English and find learning a 3rd language too demanding. During the language B lessons they go to the EAL room where they can take any work from other subjects to receive help.

Another alternative is EAL support during Enrichment time. This is for one lesson a week and is open to EAL students who need extra support. This time can be used to get help from the EAL teacher in writing essays or whatever area the student needs to work on.

At times we also provide push-in support in other subjects. This means that the EAL teacher attends for example the Humanities class with the students and gives them extra assistance during the lesson.

The EAL teachers endeavour to keep in contact with all subject teachers so that they can provide back-up support for students with assignments. EAL students can receive extended deadlines if necessary in other subjects. It is also possible, under some circumstances, for EAL students to have modified assignments until their English is at a level that makes it possible for them to complete the same work as the other students. For students who have a low level of English when they first arrive we do not give out grades in the first term.

The EAL students academic and social language skills, are monitored continually by the EAL teachers, who also consult with the subject teachers in order to determine their ongoing needs. When the EAL teacher feels a student is ready to move to mainstream English they discuss the move with the student, parents and other subject teachers. Communication with the parents and teachers about the students’ needs, goals and accomplishments ensures a smooth transition from EAL to the mainstream classroom when appropriate.