ES English & Additional
Language – (EAl)

The language of instruction at AAS is English: students learn in English. The change in language of instruction may be a challenge for students who are not proficient in that language. In fact, these students might need language support.

Language Screening

Every non-speaker of English joining the Elementary School at AAS takes an English proficiency test (WIDA MODEL). Depending on the result, students may be chosen to take the EAL (English as an Additional Language) class in order to help them bridge the language gap and ensure better academic performance.

EAL teachers also use the Fountas & Pinnell assessment as a complementary tool to establish the student’s reading level.

Using the data from both the WIDA test and Fountas & Pinnell assessment, students are grouped according to three levels of proficiency within each grade level: beginner, intermediate and advanced.

EAL Support Services

During a World Language Block

  • 40-minute-long classes – twice a week for KG; three times a week for grades 1 to 2; and four times a week for grades 3 and 5.
  • Students are grouped by grade level and proficiency level.
  • EAL work is developed focusing on the four domains: listening, speaking, reading and writing.
  • There is collaboration between both EAL and homeroom teacher.
  • There are no pre-developed EAL units. The content of the class can either complement what students see in the homeroom or it can be target areas identified by EAL and/or homeroom teacher.

For example, students might carry on working on a writing piece that they started with the homeroom teacher or work on a specific area of difficulty such as spelling or vocabulary.
Classes can also be used to pre-teach vocabulary for specific content areas: ELA, Science, Math or Social Studies.

During Homeroom Class Time

  • During homeroom class time, students can also receive EAL support.
    They can be supported by an EAL teacher working alongside the homeroom teacher.
    This kind of support aims at providing additional scaffolding to enable students to successfully accomplish the task in hand.

For example, during a writing activity, a student might need some additional support to organise ideas and create an outline or structure paragraphs.

  • Alternatively, students can also be pulled out from the class to work with the EAL teacher individually or in a small group.
    This kind of support aims at providing remedial work. For example, a student might need support learning the alphabet whilst most of the class is already reading words independently.

Entry Criteria for Elementary

  • Entry Assessment: Identified non- speaker of English in the ES takes the WIDA Model language placement test.
  • EAL students in the ES can receive different types of language support according to placement test results: See sub-section below for descriptors of each level.

Exit Criteria for Elementary

  • EAL and Homeroom teachers evaluate students progress at the end of each academic year, as well as throughout the year for progress. EAL teachers administer a proficiency test (WIDA MODEL) to check students’ development.
  • Depending on results, students are kept in the EAL program or recommended to join a foreign language class. EAL teachers write to parents to inform them of the decision.