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English as an Additional Language

Early Years and Primary School

We offer our students a strong foundation on which they can build their confidence and meet the challenge of communicating and learning in another language.

Our students come from around the world, and we welcome and celebrate the diversity each student brings. We respect and encourage our students’ first languages as they learn English, and we believe that language acquisition should be an “additive” process. Since many of our students speak English as their second, third or fourth language, we call our program English as an Additional Language (EAL). Our EAL program has two goals:

  1. To develop skills in listening, speaking, reading, and writing in English.
  2. To promote multilingualism and the importance of intercultural understanding in a respectful environment.

Our language learning program gives our students a variety of opportunities to develop their individual skills within the classroom environment and throughout their day. Students receive explicit language instruction in English. The EAL teacher and mainstream teacher work together to evaluate each EAL student’s progress using a variety of on-going assessments. EAL teachers use the In-Class Model, the Pull-Out Model of instruction, or both – see the FAQs below. The amount of time per day that students receive EAL instruction and the duration of the service is dependent on each student’s level of English language proficiency.

Our English as an Additional Language lessons reinforce, support and extend the classroom work.
Meaningful use of language in social and academic settings is vital for ALL language learners.
Our EAL program is designed to supplement the mainstream PYP curriculum.


Which levels of language support do we offer?

Levels of language support at Copenhagen International School include In-Class Monitoring, In-Class Support and Pull-Out Instruction.

  • English acquisition varies from learner to learner and depends on many factors.
  • Many students at CIS are fluent speakers of more than 2 languages.
  • Students at CIS speak more than 25 languages and there are more than 80 nationalities represented from close to 60 countries.
  • The more highly developed a student’s first language, the more successful they will be at acquiring additional languages.  
  • CIS encourages English learners to utilize their mother tongue while learning English.

What can you do at home to help your child learn English?

Support at Home

  • Continue speaking and reading to your child in your mother tongue.
  • Encourage children to participate in after-school activities.
  • Arrange playdates with English-speaking friends.
  • Watch English language programming and play games in English, card, board and electronic games.   
  • Share and discuss English books with your child. 
  • Look for resources on the grade level portals.

What is the Pull-Out Model of Instruction?

Pull-Out Model of Instruction

  • Students are in grade-level classes most of the day.
  • Small group lessons outside of the grade level class target specific English language learners’ needs.
  • Beginning-level students receive more hours of English instruction each week than intermediate or advanced students.
  • Pull-Out lessons build upon grade-level Units of Inquiry and other content areas.
  • Pull-Out lessons reinforce background knowledge and scaffold learning in the classroom.

What is the In-Class Model of Instruction?

In-Class Model of Instruction

  • EAL and grade-level teachers plan, scaffold, teach, and evaluate lessons for ALL students (EAL and non-EAL students) in their classroom environment.
  • Teaching focuses on language learning and making curriculum content accessible for ALL students.
  • Grade-level subjects are made comprehensible and academically engaging for ALL students.
  • English language development is promoted for ALL students.

What is In-Class Monitoring?

In-Class Monitoring

  • Students are full time in the grade level class and able to access the classroom curriculum.
  • Students are periodically observed by EAL teachers throughout the school year.
  • EAL teachers consult with classroom teachers.