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PreK-Grade 12 International Day and Boarding School in Kobe, Japan | Since 1913


As an international school, EAL support is essential to creating an inclusive school environment.


Language Development

Learning a new language takes time. Language is acquired in a predictable order along a learning continuum. It takes longer to acquire academic language (5-7 years) than social language (2-5 years).

Errors and over generalizations are expected during the process of language development.

Opportunities to engage with the language in various contexts (social and academic) is important for language development.

Supportive Environment

English is learned best in a supportive and safe environment. We provide learning engagements that allow students to be successful. Errors are not viewed negatively, but as a natural process of learning a new language.

At Home

  1. Emotional and physical support
  2. Promote reading
  3. Maintain home language: Research concludes that a strong foundation in the home language facilitates the learning of a new language. Encourage your child to read, write and have family conversations in their home language.

Goals of EAL Support

Our goal is to support our EAL students in becoming self-directed learners who can draw on tools and strategies to best learn in the context of the class. The EAL teachers support language learners in their integration into the social and academic life at school. We believe that learning language is individual and all students have different needs and rates of learning. The EAL model at CA is designed to be flexible and responsive. 

What does EAL look like at CA?

Research concludes that students acquire language most effectively when they are involved in all learning activities in the classroom. This allows students to learn the language in context through meaningful interactions with their teachers and peers. At CA, the EAL teachers work closely with the homeroom/subject teachers in the classroom to provide differentiated instruction and learning engagements that allow students to experience success.

What kinds of support are given?

Students receive both implicit and explicit language instruction within the context of the classroom.

  • Implicit- instruction is embedded in learning experiences and resources using teaching methods effective for language learners. The focus is to use English in meaningful and realistic ways.

  • Explicit- direct teaching of language takes place through mini-lessons, one-on-one conferences and small group sessions. It is important to note that language support does not always come directly from the EAL teacher. The classroom teacher also plays a major role by setting up learning spaces and incorporating language strategies to ensure instruction and content are accessible for all learners.

How do EAL teachers provide support?

  • By planning with the grade level teams to ensure a language-rich environment, materials and teacher methods (co-teaching)

  • Through gathering and analyzing student data to inform instruction and monitor language development

  • By providing resources that meet the language needs
  • Through one-on-one conferences and feedback in reading, writing, listening, and speaking
  • Conducting small group instruction based on a common need
  • By meeting regularly with classroom teachers and grade level teams to discuss EAL student needs

EAL in the elementary and secondary schools

Students require different lengths and types of support depending on their language backgrounds, experiences with English, and their grade level.

Elementary Levels

Students in our elementary level EAL program receive daily support with EAL teachers within the regular classroom for specific lessons. Additionally, EAL teachers attend planning meetings to support the overall learning plan. Based on individual ability and needs, EAL support could include small-group instruction, directed mini-lessons, one-on-one assistance, and/or targeted additional instruction.

Secondary School Levels

The EAL Program in the secondary school has two essential components. First, students requiring EAL support are placed in selected courses with a co-teaching model. This EAL specialist is involved with co-planning the lesson and supporting learning during the lesson. Some students receive additional support through small group lessons. The model of support may vary depending on the student's course choices.

Students in Grades 11-12 are expected to be proficient in English in order to access the curriculum. 


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