Six priorities for the teaching of English as an additional language (EAL) have been identified in a report from ISC Research, a body that draws on comprehensive data about the sector.
Staff are facing new challenges in delivering EAL support as international schools become more diverse and multilingual, finds the report.
One big takeaway from is that schools should go “beyond traditional models” of EAL support and frame language learning as something to celebrate, rather than a “deficiency”.
ISC Research explores what it describes as “the global shift towards collaborative EAL environments, where language learning is embraced and prioritised across whole school communities, rather than being limited to and reliant upon specialist teachers”.
Changing student demographics
It points out that international schools serve over 7.4 million students worldwide, a 45 per cent increase since January 2015, and that student demographics are changing.
For example, Spain, Saudi Arabia and Thailand are reporting rising enrolment numbers from local families, driven by parents seeking globally recognised qualifications for their children. Meanwhile, “demand from expatriate families is significant across the market as foreign nationals naturally relocate to countries with thriving economies”.
ISC Research states: “EAL programmes need to ensure that every student can access and excel in the curriculum.”
Through interviews with international schools, ISC Research has identified six key challenges in supporting “increasingly multilingual” classrooms.
These include:
1. Teacher training gaps
Without school-wide professional development, says ISC Research, “responsibility for EAL provision rests on individual teachers with unclear expectations”.
There is a lack of dedicated EAL training - many teachers are subject experts but not trained in language support - while mainstream and EAL teachers need more time for joint planning.
The ISC Research paper also points to “inconsistent strategies” and warns that, without school-wide training, EAL provision is too dependent on the effort of individual teachers.
2. Student social integration
EAL students often struggle with classroom discussions and social activities owing to language barriers, resulting in “isolation and frustration”. This frustration is sometimes mistaken for behavioural issues.
There is also “cultural adjustment stress”, with the experience of relocation and arriving in an unfamiliar school having an impact on students’ confidence.
3. Balancing language support and course demands
Pressure can be created by time-poor teachers who “prioritise syllabus completion over language support”.
EAL students need extra support to grasp academic language in their subjects and “exam-specific vocabulary”. However, “timetable constraints can make targeted EAL assistance difficult”.
4. Technology constraints
Not all schools have access to adaptive language learning software, while digital platforms may not align with EAL strategies or support multiple language levels.
5. Assessment complexity
Standardised tests often do not accommodate EAL learners. It is often difficult to differentiate between language struggles and subject knowledge, and in turn award a fair grade.
6. Parental engagement
Communication gaps put limits on the support provided to parents. Families may also have different educational expectations, including “diverse views on language-learning priorities”.
Home-school collaborations are essential, advises the ISC Research paper, as “stronger engagement helps reinforce language learning beyond school”.
Gemma Donovan, head of EAL at South View School Dubai, favours an “asset-based” approach that moves beyond “traditional” EAL support models that “frames language learning as a deficiency and instead celebrates the linguistic and cultural richness that EAL students bring”.
She said: “Language and culture are all-encompassing. They can’t be seen as isolated from the rest of the school experience.
“Recognising the strengths of multilingual students benefits not only them but the entire school community.”
Structured professional development
Jacob Huckle, head of multilingual learning at Dulwich College Suzhou, in China, highlighted the importance of structured professional development: after basic training in a school’s language policy and expectations, the next steps could involve yearly training in language-specific pedagogical strategies and further options for teachers who seek deeper expertise.
“Once teachers recognise that teaching a subject includes teaching its language, they become more creative and proactive in supporting multilingual learners,” said Mr Huckle.
ISC Research says that technology will have a “crucial role in improving EAL provision in international schools”. As part of its research, it spoke with two companies - FlashAcademy and ReadSpeaker - that offer digital platforms and AI-driven features to support language learners.
“By leveraging AI-driven assessment, we can help schools tailor language support to each student’s needs, ensuring that EAL learners gain confidence and thrive academically,” said FlashAcademy.
For essential weekly intelligence on the international schools sector, sign up for the
