At WIS, we are committed to supporting students with any English proficiency level to seamlessly integrate into full English immersion classrooms from PYP to MYP.

The EAL Program is a tailor-made “language development ladder” designed by WIS for students with different English proficiency levels — from building basic vocabulary to mastering academic expression, and from in-class push-in support to after-class personalized tutoring, it accurately meets students’ learning needs throughout the process.

During last week’s Coffee Morning, our PYP Coordinator Ms. Reinette gave a comprehensive sharing on EAL; meanwhile, we specially interviewed Ms. Ilse, Head of MYP English, to jointly introduce the core value and practical operation details of the program.

Part 01

Why do we design the EAL Program, and what are its core goals?

The core mission of the EAL Program is to support students in improving their language abilities, enabling them to stand firm and grow continuously with confidence in the school’s academic learning and social interactions.

Based on the U.S. Common Core Standards for English and the IB PYP and MYP Framework, we ensure that EAL students learn the same core knowledge as other students of the same grade — the difference lies in that we provide supplementary basic skill training (such as phonics and grammar application) targeting students’ language weaknesses, preventing them from missing key learning content due to language barriers.

Ultimately, through the high-quality EAL Program, we aim to cultivate “confident students with independent learning abilities” who can seamlessly integrate into mainstream English classrooms and make steady progress in all subjects.

Part 02

How to determine if a student needs EAL support?

Not all students participate in the EAL Program; we accurately identify students who truly need support through the dual dimensions of “observation and data”.

For PYP students：

• Subject teachers observe their class participation and language expression performance.

• Teachers combine the Baseline assessments with STAR Reading scores, MAP Reading results, and MAP Language scores to determine if a student needs EAL support.
• EAL teachers provide observation and feedback (on students’ English learning status).

For MYP students:

• Students are divided into 4 English phases based on English proficiency level: Phase 1-2 (Emergent), Phase 3-4 (Capable), Phase 5-6 (Proficient）and ELL Advanced.
• EAL support is only provided to students in ELA (English Language Acquisition) Phases 1-2 and 3-4.
• Whether a student requires EAL support is determined through a comprehensive process, which involves input from all subject teachers and pays particular attention to the linguistic barriers or challenges the student may face in their English Phase.
• English teachers closely monitor students’ progress and identify the need for additional support through ongoing internal diagnostics and assessments (including formative and summative tasks, exam scores, STAR testing, and MAP testing).
• The same evaluative process (mentioned in Point 4) is applied to assess whether a student is ready, willing, and able to transition to a higher English Phase.

Part 03

How the EAL Program Supports Language Development with Personalized Learning?

In PYP, every student admitted to the EAL Program will have an Individual Learning Plan jointly developed by EAL teachers and English homeroom teachers.

This Individual Learning Plan will record in detail the student’s short-term/long-term goals, current focused language skills, and required support methods. It will also be regularly reviewed and adjusted to ensure it aligns with the student’s current level.

In the MYP, the main ELA Phase 1–2 and Phase 3–4 teachers collaborate closely with the EAL support teacher to discuss, track, and plan differentiated, guided, and scaffolded learning tasks that support students’ ongoing progress.

To enable students to learn efficiently in a stress-free environment, the EAL Program adopts two support models: “Push-in” and “Pull-out”. The weekly class frequency for each grade is differently set based on student needs:

Push-in: 

EAL teachers enter students’ mainstream English classrooms and assist in teaching as teaching assistants. This allows students to receive additional guidance in a familiar class environment while avoiding psychological pressure caused by “separate classes”.

Pull-out: 

Organizing students in need of key support to attend classes in the dedicated EAL classroom. Students participating in Pull-out have gradually changed from “being shy and afraid to speak” to actively raising their hands, with significantly improved class participation.

Meanwhile, EAL teachers will collaborate closely with English teachers to jointly plan courses, implement differentiated teaching, provide “targeted support” (e.g., providing vocabulary prompts for basic-level students and writing structure guidance for advanced-level students), conduct personalized follow-up, and create an inclusive learning environment.

Part 04

What do students learn in EAL classes?

The content of the PYP EAL teaching always focuses on “addressing weaknesses and strengthening foundations”. Based on students’ age and language level, it gradually teaches five core skills:

✽Phonological and phonemic awareness: 

Through systematic training, help students master English pronunciation rules to lay a foundation for reading and spelling.

✽Reading skills development through guided reading: 

With the help of leveled readers and the MyOn digital reading platform (which provides books matching students’ levels, and AR tests to consolidate comprehension after reading), improve fluency and information extraction abilities through “guided reading”.

✽Vocabulary and spelling through word lists:

 Strengthen basic vocabulary reserve through targeted word lists and weekly spelling tests.

✽Writing and grammar: 

Help students master basic grammar rules and improve written expression abilities through in-class writing tasks and IXL platform exercises.

✽Listening and speaking skills: 

Through classroom interactions and group discussions, enable students to dare to speak and know how to speak, and improve communication fluency.

Additionally, The content of MYP EAL teaching is more in-depth, gradually increasing the complexity of tasks around the following four core skills as a student progresses:

✽Listening

To Understand teacher instructions, explanations, and classmates’ discussions in most subjects.

✽Speaking

To Express ideas clearly, join discussions, and use subject vocabulary correctly.

✽Reading

To Understand grade-level texts, identify main ideas, make inferences, and understand new words through context. Be able to skim, scan, and guess word meanings from clues in the text.

✽Writing

To Write clear, well-organized paragraphs or essays that match the topic and grade level. Understand how to structure a passage with an introduction, body, and conclusion.

Part 05

Visible Growth: 

Real Outcomes of the EAL Program

Within just a few weeks of the EAL program this school year, students have shown significant progress. Mr. Jayd, who is in charge of EAL instruction for G4 and G5, has demonstrated the remarkable English performance improvements of 5 students.

By comparing data from the school year’s first spelling test (red line), the last spelling test before the EAL program (yellow line), and the first spelling test after the program (green line), it is clear that students’ spelling scores improved noticeably after only one week of the program.

Psychological changes are equally striking: In Push-in classes, EAL students often hesitated to raise their hands to answer questions due to lack of confidence and shyness. However, in Pull-out settings, they proactively raise their hands, respond to questions with confidence, actively participate in class activities, dare to showcase their personalities, knowledge reserves, and English abilities, and their self-belief is gradually built.

We have always believed that EAL is not a “program to make up for gaps,” but a “stepping stone to help students gain confidence and grow steadily.” We look forward to home-school collaboration, so that every child can find a sense of accomplishment in English learning and move toward a broader world.

在WIS，我们始终致力于支持每一位不同英语水平的学生 —— 从PYP到 MYP，皆能无缝融入全英文沉浸式课堂。

EAL（英语作为附加语言）课程，就是WIS为不同英语水平学生量身定制的“语言成长阶梯”—— 从基础词汇积累到学术表达突破，从课堂内嵌入式支持到课后个性化辅导，全程精准对接学习需求。

在上周的Coffee Morning活动中，PYP协调员Ms. Reinette围绕EAL展开了全面分享；同时我们特别采访了MYP英语组组长Ms. Ilse，共同介绍课程核心价值和实际运作细节。

Part 01

我们为什么设计EAL课程，

核心目标是什么？

EAL课程的核心使命，是支持学生提升语言能力，让他们能在学业学习与社交互动中从容立足、持续成长。

我们以美国Common Core课程和IB框架为基础，确保EAL学生与同年级其他学生学习相同的核心知识 —— 区别在于，我们会针对学生的语言薄弱点，补充基础技能训练（比如自然拼读、语法应用等），避免他们因语言障碍错过关键学习内容。

最终，我们希望通过高质量的EAL课程，培养出 “自信且具备独立学习能力” 的学生，让他们能无缝融入主流英文课堂，在各学科中稳步进阶。

Part 02

如何判断学生需要EAL的支持？

并非所有学生都会参与EAL课程，我们通过 “观察 + 数据” 双重维度，精准识别真正需要支持的学生。

针对PYP阶段学生:

• 学科教师观察学生的课堂参与度及语言表达表现。
• 教师结合基准评估（Baseline assessments）、STAR 阅读测试分数、MAP 阅读测试结果及 MAP 语言测试结果，判断学生是否需要 EAL 支持（英语作为额外语言支持）。
• EAL 教师提供（学生英语学习情况的）观察结果与反馈。

针对MYP阶段学生:

• 学生根据英语水平被划分为 4 个英语阶段：阶段 1-2（起步阶段，Emergent）、阶段 3-4（胜任阶段，Capable）、阶段 5-6（精通阶段，Proficient）以及ELL (母语阶段，Advanced)。
• EAL支持仅面向英语语言习得阶段 1-2 及阶段 3-4 的学生提供。
• 学生是否需要 EAL 支持，需通过综合流程判定：该流程会纳入所有学科教师的意见，并重点关注学生在其所属英语阶段可能面临的语言障碍或挑战。
• 英语教师通过持续的校内诊断与评估（包括形成性任务、总结性任务、考试分数，以及 STAR 和 MAP 测试），密切监测学生进度，并判断是否需要额外支持。
• 判定学生是否准备充分、愿意且能够过渡到更高英语阶段时，也会采用上述（第 4 点提及的）评估流程。

Part 03

EAL课程如何通过个性化学习支持学生语言能力提升？

在PYP阶段，所有加入EAL的学生，都会拥有一份由EAL教师与英语班主任共同制定的个性化学习计划（Individual Learning Plan）。

该个性化学习计划会详细记录学生的短期 / 长期目标、当前重点提升的语言技能及所需支持方式，同时会定期审核与调整，以确保符合学生当前的学习水平。

在MYP阶段，英语主科教师会与EAL教师密切协作，共同讨论、跟踪并设计差异化、指导性和支架式学习任务，以支持学生的持续进步。

为了让学生在无压力的环境中高效学习，EAL采用 “Push-in（融入式）+Pull-out（抽离式）” 两种支持模式，且各年级每周的课程频次会根据学生需求差异化设定：

Push-in: 

EAL教师进入学生的主流英文课堂，以助教身份协助教学，既能让学生在熟悉的班级环境中获得额外指导，也能避免他们因 “单独上课” 产生心理压力。

Pull-out: 

组织需要重点支持的学生在专属的EAL教室上课，参与Pull-out的学生，从 “害羞不敢发言” 逐渐变得主动举手，课堂参与感显著提升。

同时EAL教师将与英语教师开展紧密协作，共同规划课程、共同开展差异化教学与提供 “针对性支持”（如为基础学生提供词汇提示，为进阶学生提供写作结构指导）、进行个性化跟进及营造包容的学习环境。

Part 04

学生在EAL课堂上能学到什么？

PYP的EAL教学内容始终围绕 “补短板、强基础” 展开，结合学生的年龄与语言水平，循序渐进教授五大核心技能：

✽语音与拼读能力：

通过系统训练，帮助学生掌握英语发音规则，为阅读、拼写打基础；

✽阅读能力：

借助分级读物、MyOn 电子阅读平台（提供与学生水平匹配的书籍，读完可完成 AR 测试巩固理解），以 “引导式阅读” 提升流畅度与信息提取能力；

✽词汇与拼写：

通过针对性的单词表、每周拼写测试，强化基础词汇储备；

✽写作与语法：

结合课堂写作任务、IXL 平台练习，帮助学生掌握基础语法规则，提升书面表达能力；

✽ 听力与口语：

通过课堂互动、小组讨论，让学生敢说、会说，提升沟通流畅度。

MYP 的 EAL 教学内容更加深入，循序渐进教授四大核心技能：

✽听力

能理解大部分学科的教师指令、讲解及同学讨论内容；

✽口语

能清晰表达观点、参与讨论、正确使用学科词汇；

✽阅读

能理解课本、识别主旨、进行推理、通过上下文猜词；掌握略读、寻读技巧；

✽写作

能写出符合课堂要求的清晰、有条理的文章；掌握 “引言-主体-结论” 的结构。

Part 05

看得见的成长：

EAL 课程的真实成果

本学年短短几周的EAL课程，学生们已展现出明显进步，Jayd老师（负责四、五年级EAL教学）向我们展示了5名学生在英语成绩上的巨大进步。

通过对比学年首次拼写测试（红线）、EAL课程前最后一次拼写测试（黄线）及课程后首次拼写测试（绿线）的数据，可见仅一周课程后，学生拼写成绩便有明显提升。

心理层面的变化同样显著：在Push in课堂中，EAL学生常因不自信、害羞而不愿举手答题；但在Pull out的环境里，他们能主动举手、自信回应问题，积极参与课堂活动，敢于展现自身个性、知识储备与英语能力，自我信念也逐步建立。

我们始终相信，EAL 不是 “弥补差距的课程”，而是 “帮助学生找到自信、稳步成长的阶梯”—— 期待家校携手，让每个孩子都能在英语学习中找到成就感，走向更广阔的世界。