English as an Additional Language
​The EAL (English as an Additional Language) Program at Abroad International School is designed to support non-native English-speaking students in developing their English language skills. The program provides tailored instruction in reading, writing, speaking, and listening to help students succeed academically and integrate into the school's community. It uses various teaching strategies and resources to cater to different proficiency levels, ensuring that each student receives the appropriate support to enhance their language abilities and confidence in using English.
At Abroad International Schools, Osaka, the Internationally-recognized WIDA Testing System is administered to determine a student’s linguistic proficiency level and needs. WIDA MODEL (Measure of Developing the English Language) is an internationally-acclaimed suite of English language proficiency assessments. Abroad International Schools embrace WIDA’s guiding statements of language development during the construction and delivery of the EAL program. Some of these guiding statements are:
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Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning (Little, Dam, & Legenhausen, 2017; Moll, Amanti, Neff, & González, 1992; Nieto & Bode, 2018; Perley, 2011).
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Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use (Arellano, Liu, Stoker, & Slama, 2018; Escamilla, Hopewell, Butvilofsky, Sparrow, Soltero-González, Ruiz-Figueroa, & Escamilla, 2013; Genesee, n.d.; Potowski, 2007).
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Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities (Engeström, 2009; Larsen-Freeman, 2018; van Lier, 2008; Wen, 2008).
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Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018).
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Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency (Gibbons, 2002; Swain, Kinnear, & Steinman, 2015; TESOL International Association, 2018; Vygotsky, 1978).
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Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (Choi & Yi, 2015; Jewitt, 2008; van Lier, 2006; Zwiers & Crawford, 2011).
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Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts (Ajayl, 2009; Cope & Kalantzis, 2009; Jewitt, 2009; Kervin & Derewianka, 2011).
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Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use (Bialystok & Barac, 2012; Casey & Ridgeway-Gillis, 2011; Gottlieb & Castro, 2017; Jung, 2013).
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Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning (García, Johnson, & Seltzer, 2017; Hornberger & Link, 2012; Wei, 2018)
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.Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities (Cummins, 2001; Esteban-Guitart & Moll, 2014; May, 2013, Nieto, 2010).
WIDA scores are reported as both scale scores and proficiency level scores in all four domains (Listening, Reading, Speaking, Writing) for students from Grades 1-12. Following administration, WIDA generates a comprehensive report that details students’ linguistic proficiencies in parent and student friendly CAN DO statements. The following steps are applied to a new student, who may need EAL support, when enrolling at Abroad International School, Osaka:
Step 1: Upon arrival, admissions and the EAL department assess student level and needs through language testing (WIDA) and in-class observations.
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Step 2: Division coordinators, EAL teacher and subject teachers work cooperatively to determine the level of students and their EAL needs through evaluation of the WIDA and observation data. A student portrait is created for each student that includes background information, WIDA score, Can Do statements, learning styles and interests.
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Step 3: An individualized learning plan and schedule is created based on student needs and is shared with homeroom teachers, students, and parents. This document includes background data, assessment reports, and a roadmap for each student and is maintained throughout EAL provision.
Sample Student Portrait