ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
EAL PHILOSOPHY STATEMENT
At SIS, we deeply value our student population who represent a variety of nations, languages and cultural backgrounds. Non-native English language students who attend SIS may receive targeted English as an Additional Language (EAL) support in order for them to achieve academic success.
ES EAL PROGRAM DESCRIPTION
The Sheltered Immersion Program
The EAL Program at SIS supports English Language Learners’ language development using the Sheltered Immersion Model. Research shows that the Sheltered Immersion Model is the most effective for successful language acquisition. Because language learning occurs through active engagement in school activities and social interactions, student needs are best met in the language-rich homeroom classes. Students are not pulled out for separate EAL classes.
Structure of Sheltered Immersion Model
At SIS, EAL teachers collaborate closely with classroom teachers to address student needs, curriculum, and instructional strategies. EAL students receive direct and indirect language and content support. Examples of direct support include:
- In class support
- Small groups within the students' homeroom class
- One-on-one within the students' homeroom class
- Co-teaching between EAL and classroom teachers
Model of Delivery
Kindergarten is a full immersion program. Students’ language learning needs are met by classroom teachers, and no time is scheduled with the EAL teacher. The EAL teacher will monitor and/or test kindergarten students’ language proficiency in Trimester 3 in preparation for Grade 1.
Grades 1 to 5 is a sheltered immersion program. Students participate in the mainstream curriculum and receive targeted language support from their grade level EAL teacher and classroom teacher. Students are not withdrawn from their homeroom classes for English instruction.