IICS Sites & Social Networking


IICS Sites & Social Networking


English as an Additional Language (EAL)
IICS is an international school offering a rigorous and caring program for all language learners. The aim of the EAL program is to provide high quality, authentic instruction and activities that enable learners new to the English language to acquire the social and academic English needed to achieve in all content areas.   Students who speak little or no English are accepted into IICS up to and including Year 7. After this, students are tested to see if they will be able to meet the expectations of the IB Diploma Program with EAL support.


Primary School EAL
In Primary, students new to English receive EAL classes during the first 3 years. Students who do well may be exited after one year. Both pull out and in class support is given to students who are new to English. 

In the IICS Primary EAL Program, emphasis is placed on developing language in the four-skill areas of reading, writing, listening and speaking, using methods designed for culturally and linguistically diverse students. Students are given opportunities to practice and apply language through interaction with adults and peers, hands-on learning experiences, and activities that promote critical thinking.
Primary EAL aims to:
  • Enable students to acquire English as an additional language so that they are able to fully participate in all aspects of academic and social school life;
  • Help students to access content-based language that can be used in meaningful classroom interactions;
  • Help students develop a voice in the PYP units of inquiry;
  • Provide students with a “safe haven” where they can learn and experiment with new language before using it in the classroom;
  • Create an environment where students feel comfortable and secure, where they can share feelings and opinions with each other; and
  • Provide on-going assessment of students, in collaboration with classroom teachers.
The program includes developing social and academic vocabulary including that related to the unit of inquiry as well as developing and consolidating reading, comprehension, grammar and writing skills.
IICS Primary EAL Entry and Exit Procedures
Entry to the Primary EAL program is determined by a number of factors including information and records received upon application to the school and recommendations from one of the student's previous teachers.
Successful Exit from the program involves discussion with the grade level teacher, parents, and student after the EAL teacher completes a series of formal and informal assessments.

Monique Sweep – Primary Learning Support and EAL Teacher

Monique joined the IICS community 12 years ago and has worked at both campuses as an Early Childhood, grade 1 and 2 teacher. She holds a Bachelor of Arts, with a major in English literature, and a Bachelor of Primary Education from Monash University, Australia. She has worked with communities of english language learners in both Melbourne and Sydney. Her experience and passion is in teaching children to become readers and further develop their literacy skills. Monique Sweep was awarded the ECIS Peter Ustinov Outreach Grant and the TIEcare International Community Service Award, to provide a Inquiry-based Teacher Training program for 25 teachers from 11 rural schools in Nepal.

Meral Soguksu – Primary EAL / Learning Support / Turkish Teacher
Meral Soguksu holds a Masters in Education in ESOL and has 8 years experience teaching EAL and literacy development to primary school children. She is currently teaching at the IICS Hisar Campus where she is responsible for learning support, EAL needs and Turkish Culture classes.

Jennifer Ribachonek – Primary EAL / Learning Support Teacher
Jennifer Ribachonek is a creative literacy, language and learning specialist with over 13 years experience in 4 countries.  She holds a Masters degree in Peace Education and is a licensed K-12 EAL teacher. 
Now in her fourth year at IICS, Jennifer has a deep appreciation for the diverse and unique student body. Through small group, one-to-one, push-in and pull-out support, she strives to empower students to be courageous readers, writers and communicators. 
Jennifer has given presentations on various topics including: Word Study, Launching the Writer’s Workshop and Peace Education in International Schools.  Jennifer’s goal is to create a school-wide learning environment that engages and inspires all learners.


Secondary School EAL


Secondary EAL aims to:
•To facilitate the smooth transition from EAL classes to mainstream.
•To increase, and develop a solid vocabulary base.
•To develop the ability to communicate effectively, both orally and in writing, in a variety of settings.
•To develop the appreciation of different text styles.
•To develop an understanding of how to apply the grammar that underpins the English language.
•To develop and improve students’ confidence in using English as a working language.
All incoming MYP students (grades 7-10) who are identified as possibly in need of EAL support are assessed through an on-campus listening and writing sample as well as an interview with an EAL teacher and/or an administrator.
Students are then placed in EAL classes, meaning students are withdrawn from one or two mainstream classes, such as English and Humanities, for EAL-specific support until they are proficient enough in English to attend those classes. Alternatively, when appropriate, an EAL teacher works with students in the mainstream classroom. Whenever possible the EAL teacher will support students by helping them understand their work in their other mainstream classes.
The MYP guidelines regarding second language acquisition suggests that three to seven years may be necessary for an ESOL student to gain complete academic proficiency in English.
Grade 7 and 8 EAL- 7th and 8th grade EAL classes introduce students to the school community and prepare them for eventual entrance into mainstream classes. The main objective at this level is to introduce academic English in order to ensure their success in the school community.
EAL after Grade 8-  Students are accepted into IICS with little or no English up to and including Year 8. After this, students are tested to see if, with EAL support, they will be able to meet the expectations of the IB Diploma Program. In Years 9 and 10, the emphasis is on the acquisition of academic reading and writing skills to prepare the students for the IB Diploma Programme in Years 11 and 12.Grade 9
Grade 9 EAL-  the 9th grade EAL curriculum closely mirrors that of the mainstream humanities and English classes. Students follow a modified humanities and English course in order to facilitate their transition into the mainstream class. Students will also develop and practise their academic reading, writing and presentation skills.
Grade 10 EAL- the grade 10 EAL is English for Academic purposes. Students will follow a more traditional program that will develop their written and spoken competency and serve to provide a foundation for entry into the IB diploma program.
Appropriate assessment criteria have been developed for students in each phase, and students will now be awarded a grade of 1-7 similar to other MYP subjects. Students who are performing well in phases 4 and 5 will be considered for mainstream English and humanities classes when appropriate.

Wylla Waters - English B & Academic Writing Teacher
Wylla is a graduate of IICS’ Hisar Campus.She has 30 years teaching experience, a BA from Barnard College of Columbia University, an EAL Teaching Certificate from Cambridge University Extension and an International Teaching Certificate. She teaches EAL, Levels 3-4 in the Secondary School.

Nicola Pryor - EAL Teacher



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