International Schools Partnership (ISP) case study using the Across Cultures EAL Framework Process and Learning Village

In 2021, Across Cultures and ISP partnered to pilot a programme aimed at improving the EAL (English as an Additional Language) and multilingualism offering in ISP schools. A key
outcome was to develop a consistent, group-wide approach to English language learning and teaching, and build educators’ capacity to develop and deliver the best learning, teaching and leadership in this strand of ISP’s Learning and Innovation strategy.

Introduction

Perception data from ISP’s annual survey shows that ‘learning English’ is high on the list of reasons parents choose to send their children to ISP schools; in some regions, it is the number one reason. In addition, research demonstrates that proficiency in at least one additional language, including English, is highly beneficial for students’ learning; now and in their future. A focus on nurturing and improving bi/multilingualism has a positive impact on students’ identities, sense of belonging, cognitive flexibility and intercultural competence (Cummins, 1994; Gibbons, 2009; Sears, 2015). It is for this reason that EAL and Multilingualism is one of the ‘Improve Offering’ strands of ISP’s School of Choice strategy. Although some schools demonstrate good practice, ISP’s initial investigations into this area revealed that approaches to English language learning are not sufficiently and consistently comprehensive, resourced or delivered.

This was echoed in participant feedback from the recent pilot where when asked the following question:

Before you began working with the EAL Framework or the Learning Village, would you describe your school as having a consistent, structured approach to supporting lower-level EAL learners? 50% answered no, 25% answered not sure and only 25% answered yes.

Consequently, the aims of the partnership between Across Cultures and ISP are to:

• better understand the contexts, opportunities and challenges of ISP schools and regions with regard to EAL and multilingualism
• agree on ISP’s ‘shared ideas’ for EAL and multilingualism
• introduce consistently ‘good practice’ in the learning, teaching, assessing and leadership of EAL and multilingualism across ISP schools
• agree a standard of English language proficiency for students that schools will report on as a key performance indicator
• build capacity of our teachers and leaders in EAL and multilingualism so they can develop staff, and strategically plan for whole-school improvement

After the successful completion of the pilot in 2022 a further 46 schools got involved with the EAL Framework Process with 42 of those school also taking Learning Village membership.

To read a summary of this case study and it’s outcomes open the attached document.