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English Language Support

The vast majority of our students come from different backgrounds and languages to adopt English as their language of study. We have lot of experience working with children who are not native speakers of English. We are supportive and sympathetic to their needs and we focus on helping them develop and acquire knowledge of English and skills they need to access the content of the curriculum. We will be working hard to ensure the best possible outcomes for your children, to make sure they succeed emotionally, socially and academically.

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We have students with various levels of English from all over the world. On arrival, we assess your child to establish his or her competency in English, and to determine how much support, if any, he or she will need.
 

Organization of ELS in Primary

 
If level of English is shown to be lower than level two based on the initial assesment, students will be withdrawn from the mainstream classroom for a significant amount of time during their first academic term to receive intensive language support.
 
Students generally achieving at level two or above receive in-class support until it is deemed that they are performing at a level consistent with their chronological age. 
 
Our ELS Specialists work alongside the class teacher and the Learning Support department to continuously assess students’ progress to identify language-related students’ needs and develop teaching strategies which address their needs in a holistic and explicit manner.
 
The ELS department helps teachers develop their awareness of how to accommodate cultural and linguistic diversity and experiences of ELS students.
 
The ELS department provides a positive context for teachers to trial suggested strategies and reflect critically and openly on their teaching.
 
The ELS department seeks to establish a collaborative working relationship between all teachers and parents through a shared understanding of how best to support ELS students.
 
The ELS department provides access to appropriate translation, interpretation, support services and resources materials to support effective home-school communication and partnerships.
 
For more information on Primary ELS, please contact Mariana Vrbova or visit our website ELS BISB Primary.
 

Organization of ELS in Secondary

 
Most students may have a good level of social English, but will still require the teaching of curriculum vocabulary in lessons, as indeed do all native speaking students in the UK.
 
Some students will require a lot of differentiation on the part of the curriculum teacher, since they do not yet have the English skills to fully access the lesson.
 
English is taught in mainstream English lessons and in every curriculum lesson.
Literacy across the curriculum is the key to improving the English skills of a student.
 
In some circumstances, if a student arrives at Year 9 or above, he or she may be withdrawn from an option to allow more time for extra input in English, but this is only in exceptional circumstances.
 
The most favourable conditions for a student to succeed in any educational establishment is in the classroom, immersed in curriculum language, learning from both his or her teacher and from peers. A student learns most effectively when there is a very definite need to learn.
 
Should there be a need for some extra English Language Support lessons, then the subject material will be very relevant, being drawn from the student's curriculum. This teaching will involve the pre-teaching of curriculum material, provided by the curriculum teacher ahead of lessons, or preparation and extra support with homework.
 
Students learn most effectively when the material is relevant  and through a need to learn. This strategy not only  improves the level of English of the students, but also prepares the student for the forthcoming lesson rendering him or her more confident and better prepared academically and emotionally for the lesson.
 
For more information on Secondary ELS, please contact Jayne Freeman.

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