An International school in Spain using the Across Cultures EAL Framework Process and Learning Village

The EAL leads were looking for a structured approach that allowed them to use their own professional training and expertise in EAL. Their overall aim was to bring a more rigorous approach to EAL in the school.

They gave an example of why this was needed:

It’s no secret that in international schools like ours, English language support is a vital cog in the proverbial machinery that allows our students to access the academic content of their lessons. But, what’s perhaps less obvious is the ways in which a student’s use of English can impact on their social and emotional experiences of the school environment.

Take ‘Paco’. He’s been at this school for four years now and is a native speaker of Chinese. He speaks Spanish at a conversational level and has adopted a Spanish moniker so that he might have an easier time blending in with his classmates. Nonetheless

and despite his best efforts, his difficulties with English have prevented him from feeling successful in the classroom. He rarely speaks in social situations. His academic achievement is waning.

When confronted with a situation like this, we have to ask ourselves, what was his academic achievement like prior to being in an English speaking environment? What tools does he have at his disposal to negotiate the complex task of adapting to a new environment? And can we help him to feel successful in our school?”

To read the whole case study open the attached file.