Written by Kevin Hill, English teacher, Head of EAL, Epsom College, Malaysia

In this short article I will describe and explore the ideas behind the Vision and Provision of Epsom College Malaysia’s EAL programme.

Can you explain your levels?

EAL students join us at a variety of levels in our senior school, from Pre A1-B2 by CEFR levels and OPT testing. From these indicators, coupled with interviews and written work screening, we determine which pathway best fits a student’s profile.

1. Those who are under CEFR 21 enter our Intensive EAL (IEAL) programme, essentially a sheltered curriculum, with a larger number of additional IEAL classes timetabled.
    
2. Those at CEFR 31 - 41 enter our Transitional EAL (TEAL) which have the same number of English classes as their mainstream, first language counterparts.
    
3. To enter either first language or first language and literature at the end of year 9, students must achieve CEFR/OPT 51.

With these boundaries clearly explained and understood by all with a stake in the school, we can then turn our attention to matters of EAL curriculum.

What do you call it?

Our proudest and most distinguishing feature that we have employed this year is to employ PRE A1 - B1 ‘Literature Spines’ across our half terms.

What does this mean?

It means rich, engaging and meaningful literature experiences for every EAL student in our school.

At Epsom College Malaysia, Pre A1 students are enjoying a shared reading and writing experience of Phantom of the Opera in term and Macbeth. A2 Students are exposed to a focus on Dracula and then Boy in the Striped Pajamas. B1 Enjoy Oliver Twist and The Great Gatsby.

Why?

Why do this? Literature leads to some of the most essential questions on existence and students love it. Enter a Pre A1 class and see students discussing Lady Macbeth and power. Enter an A2 class and see students explore the Holocaust and discuss ideas about respect and tolerance. Enter a B1 class and see students discussing how the poverty of Dickensian workhouses can still be found in our current social conditions.

Literature can lead to some of the richest experiences for EAL learners and prepare them for their hopeful transition into mainstream classes. It can equip them with the skills needed for IGCSE and A Level/IB studies.

Literature can enrich the more typical approach to language lessons which are half termly based around a core concept or topic from the IGCSE outlines. These range from ‘My Community and My Heroes’ to ‘Food, Restaurants and Dining’.

How?

If you would like to do this for your students, colleagues and community, I highly recommend the Penguin Readers Series. It comes with online availability, audio books and activities and is an easy, hassle free way to get your students, staff and school started on a meaningful EAL Literature journey to support the transition of all learners from EAL to First Language.

Contact: Kevin Hill, Teacher of English & Head of our EAL

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