At The English International School – Baghdad (EISB), we recognise that English is not the first language for the vast majority of our pupils. We value linguistic and cultural diversity as an asset that enriches our school community. Our EAL policy is designed to ensure that every pupil, regardless of language background, is provided with equitable access to the curriculum, enabling them to achieve academic success and develop fluency and confidence in English.

EISB is committed to fostering an inclusive environment where all pupils feel valued, supported, and able to thrive both linguistically and socially.

The aims of the EAL policy are to:

• Support all pupils in acquiring and developing English language skills across the four domains: listening, speaking, reading, and writing.
• Enable full participation in all areas of the curriculum and wider school life.
• Ensure teaching practices are inclusive, differentiated, and responsive to pupils' linguistic needs.
• Celebrate and respect pupils' home languages and cultural identities.
• Monitor and assess language development to inform effective teaching and learning.

All pupils are assessed on entry to determine their English language proficiency. This includes:

• Reviewing previous educational records and language background information.
• Diagnostic assessments in reading, writing, listening, and speaking.
• Ongoing formative assessment by class teachers.

EAL provision is embedded throughout the curriculum and may include:

• In-class support: Co-teaching or in-class assistance from EAL specialists.
• Targeted withdrawal sessions: Small-group or individual instruction focusing on key language skills.
• Differentiated classroom strategies, such as visual aids, scaffolding, pre-teaching of vocabulary, and adapted tasks.
• A language-rich environment, encouraging active speaking and listening opportunities.
• Collaboration between subject teachers to ensure language objectives are integrated with content objectives.

Where appropriate, pupils may receive additional support during or after school hours to accelerate their language acquisition.

All teachers share responsibility for the language development of EAL learners. Effective EAL practice is considered integral to good teaching. Strategies include:

• Clear learning objectives and key vocabulary explicitly taught and reinforced.
• Use of visuals, modelling, and practical, hands-on activities.
• Pairing EAL pupils with fluent English-speaking peers to encourage interaction.
• Encouraging pupils to use both English and their first language strategically to enhance understanding.
• Continuous formative assessment and feedback to inform planning and next steps.

• Class and Subject Teachers: Plan and deliver lessons accessible to EAL learners and monitor progress.
• Senior Leadership Team (SLT): Ensures EAL provision is adequately resourced and embedded in whole-school planning.
• Parents and Carers: Encouraged to support language development at home and to maintain the child's first language as a foundation for learning.

EAL pupils' progress is tracked using recognised language proficiency frameworks and the school's assessment systems. Progress is reported to parents during termly consultations and through written reports.

EISB is committed to ongoing professional development for all staff in EAL pedagogy, differentiation, and culturally responsive teaching. Training sessions, peer observations, and collaborative planning opportunities ensure the consistent application of best practice across the school.

EAL pupils are entitled to full access to the curriculum and all school activities. The school upholds equality of opportunity regardless of linguistic, cultural, or ethnic background. The EAL programme promotes inclusion, ensuring every pupil can reach their full potential.

This policy will be reviewed annually by the Academic Director to ensure its continued effectiveness and alignment with current best practice and the evolving needs of the school.