An interesting one – lots of change! Leaving Malaysia My two-year contract at St. Joseph’s International School ended in July. During those two years, our EAL team achieved a lot. Establishing an EAL department in the high school, building multi-tiered… Read More ›
Here’s an example of the EAL content I’m putting together these days. Last year, I was teaching a group of A1-A2 level multilinguals (Year 8, aged 13) in a support group. We were looking to introduce them to authentic literature…. Read More ›
The research: Leow, R. P. (2008). Input enhancement and L2 grammatical development: What the research reveals. (Open access, see here) Type of research A meta-analysis of research into the effectiveness of different input enhancement techniques. The range of studies were… Read More ›
I tend to post my short-thoughts on LinkedIn rather than on this blog. This one is an example from around 8 months ago – but I decided to post here too just for easy reference. I originally came across Ball’s… Read More ›
An interesting (small scale) study on home language use in the EAL classroom from Neokleous and Natlandsmyr (2025) – Link here. Plenty of interesting findings within those themes: Theme 1 Theme 2 Relating this to my context The findings seemed… Read More ›
I like teaching IGCSE ESL although I’m not sure it’s always suitable for my learners. Here are a few thoughts I have on it, both good and bad. Note, I’m writing about the Cambridge course here, as it’s the one… Read More ›
A few months back, I wrote about the CEFR and the benefits of reading the Companion Volume. Similarly, the Bell Assessment Framework also has a companion doc – a ‘Guide for International Users’. It’s a concise and accessible resource. Well… Read More ›
Earlier this year, we trialed video reports for our EAL parents and learners. Here’s a summary of what/why/how, pros, cons, etc. What were the video reports? We provided parents with a 5-minute video summary of their child’s progress across all… Read More ›
We request feedback on our EAL provision from learners twice a year – towards the end of Term 1 and Term 3. We are open to further feedback at any point, but that’s just when we request it. How do… Read More ›
As mentioned previously, our EAL learners follow a bespoke curriculum. Here’s some info on our exit process for learners moving from ‘EAL support’ into mainstream English classes. Step 1: A learner is referred by EAL teachers & coaches for possible exitWe… Read More ›
ELT Planning 