In Focus: The international schools leading the way on EAL

The international schools market continues to expand globally, with almost 15,000 schools now accommodating over 7.4 million students – a 45 per cent growth in enrolment over the past 10 years.  

In ISC Research’s new white paper, Meeting the Challenges of Shifting Student Demographics: EAL Provision in International Schools, we explore how rising student numbers impact the cultural and linguistic diversity of international school classrooms.

Countries with growing economies and multinational corporations continue to attract expatriate families, many of whom choose international schools for their English-language instruction and globally recognised qualifications.

However, in some markets, local student enrolments now account for up to 70 per cent of the student body – highlighting a global shift towards blended international and local curricula, bilingual programmes, and multilingual learning environments. 

Local student enrolments now account for up to 70 per cent of the student body.

This evolving international school landscape calls for a re-evaluation of English as an Additional Language (EAL) provision. Schools must ensure that their approaches reflect the increasing diversity of student nationalities and acknowledge that, in some contexts, the majority of learners may be classified as EAL. What current practices are being implemented, and where do opportunities exist for further development? 

The evolution of EAL provision  

Traditional EAL provision has often involved withdrawing students from mainstream classes for targeted, interventionist language instruction. This model can provide a structured and supportive space for risk-taking and language development, but it naturally isolates learners from their peers. It also reinforces a deficit view of English proficiency – where language acquisition is framed as something to be “fixed”, and limited English skills are mistakenly equated with limited intellectual ability.

As the number of EAL learners increases in many schools, this approach is becoming increasingly unsustainable and misaligned with inclusive, whole-school practices. 

In response to the limitations of traditional models, many international schools are reimagining their EAL departments as “multilingualism” departments, acknowledging the diverse linguistic backgrounds of their students and positioning language learning as a strength rather than a barrier.

Traditional EAL provision reinforces a deficit view of English proficiency.

This shift reflects a broader move towards integrated, collaborative practice, where language support becomes a shared responsibility across the entire school community.

Rather than being treated as a peripheral concern, language support is embedded across the curriculum, with mainstream educators and language specialists collaborating to design lessons that all students can access and thrive in. They recognising that language acquisition is not an isolated process, but one deeply connected to context and culture. 

Whole-school approaches to EAL 

To explore how this modern approach to EAL and embracement of multilingualism is being implemented in practice, we spoke with three leaders in the field: Gemma Donovan, head of EAL at South View School Dubai, Jacob Huckle, head of multilingual learning at Dulwich College Suzhou, and Valerian Goguadze, dean of students and EAL specialist at International School of Estonia.  

South View School, Dubai 

Rather than encouraging students to set aside their linguistic backgrounds in favour of English, Gemma Donovan promotes the integration of these languages as a foundation for deeper engagement and academic success.

At South View School Dubai, this approach is reflected in teaching strategies that move beyond monolingual models. Instruction is scaffolded to support access to complex vocabulary, including pre-teaching key terms, and embedding regular vocabulary revision. As Donovan notes, no student is a native speaker of academic language, making these strategies essential for all learners and not just those identified as EAL. 

This inclusive philosophy also allows for a more holistic understanding of each student’s potential. Multilingual learners often excel in non-verbal cognitive tests, such as CAT4, whilst still developing their English literacy. By providing students with opportunities to demonstrate their knowledge beyond English, students are empowered to see themselves as competent and capable across disciplines. 

Donovan says: “You can’t teach a multilingual class in a monolingual way. We must adapt our teaching methods to ensure all students, regardless of their language background, can access the curriculum.” 

Dulwich College Suzhou 

Introducing new pedagogical strategies is only the beginning; lasting change towards a whole-school multilingual culture requires a shift in underlying beliefs and attitudes. At Dulwich College Suzhou, Jacob Huckle advocates for the “head, heart, and hand’” model of professional development: 

• The “head” represents knowledge – engaging educators with research on language acquisition, challenging misconceptions, and deepening their understanding of why specific strategies are effective. 
• The “heart” symbolises empathy – raising awareness of the experience and challenges of language learning and the importance of designing lessons with all students in mind. 
• The “hand” represents teachers’ practical skills: do they have the resources needed to produce language-rich lessons? Do they need support in developing clear communication skills and building confidence in a multilingual classroom?  

For professional development to be truly effective and for change to be sustainable, all three dimensions must be addressed with equal intention. When aligned, they enable schools to embed multilingualism not just in policy or practice, but in culture. 

“Once teachers recognise that teaching a subject includes teaching its language, they become more creative and proactive in supporting multilingual learners”, Huckle says.

International School of Estonia 

Parents are an integral part of the whole-school community and play a crucial role in supporting student success in language development – particularly through sustained engagement with the curriculum. Valerian Goguadze has implemented a range of strategies to actively engage parents with the school’s language policy and to promote a shared understanding of the value of multilingualism: 

1. Interactive parent workshops: Workshops help parents understand language development milestones and ways to support learning at home. International School of Estonia hosts coffee mornings where parents learn about approaches to learning and engage in discussions about their child’s education.  
2. Individual meetings: At regular intervals, meetings are held with parents to discuss their child’s language background, assessment results, and individual learning plans. 
3. Multilingual support: Provision of translated materials including WIDA assessment reports allow parents to understand their child’s progress.  
4. Parent-teacher handbook: Creating a simplified handbook outlining school procedures and expectations.  

These strategies not only build trust and transparency, but also position parents as informed partners in fostering a school culture where multilingualism is valued and actively supported. 

Goguadze says: “Language barriers create challenges, but there are always ways to bridge the gap. Whether through translated materials, digital tools, or school-organised workshops, we find solutions together.” 

Embracing multilingualism in international schools 

As international schools continue to grow and diversify, the need for effective EAL provision has never been more critical. With growing enrolments from both local and expatriate families, schools are moving beyond traditional models to a more inclusive approach that recognises multilingualism as a strength rather than a barrier. 

To explore the challenges educators face in delivering effective language support, and the evolving role of technology, download ISC Research’s free white paper, Meeting the Challenges of Shifting Student Demographics: EAL Provision in International Schools. 

This article first appeared in the Summer 2025 edition of International School Magazine, available free online now.