Support for English as a Second Language
Felixstowe International College is, as our name suggests, a genuinely international community: students join us from all over the world, at every level of English fluency. For some of our students, English is not their first language – and helping them become confident, accurate and fluent users of English is one of the most important things we do. Strong English opens every other door: success across the curriculum, friendships across cultures, and entry to universities in the UK and around the world.
Our approach to EAL rests on two things working together. The first is immersion: living and learning in English all day, every day, in small classes alongside British and international students, is the fastest route to real fluency. The second is structured teaching: dedicated EAL lessons, matched to each student’s level, that build the vocabulary, grammar and academic skills immersion alone cannot guarantee. Every EAL student follows a clear pathway from everyday conversational confidence to internationally recognised qualifications.
How We Support EAL Learners
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Assessment on Arrival Every EAL student’s English is assessed when they join the College, drawing on information from their application, previous schooling and our own placement assessment of their reading, writing, speaking and listening. This gives us an accurate starting point, so that support is matched to genuine need from the very first week – and progress is monitored through termly assessment thereafter, with provision stepped up or down as fluency grows. |
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Support in Every Lesson Because our classes are small, subject teachers know exactly where each EAL student’s English is strong and where it needs support. Tasks are adapted, key subject vocabulary is taught explicitly, and instructions are modelled and checked rather than assumed. Visual, auditory and kinaesthetic activities, thinking partners and small-group work all give EAL students repeated, low-pressure opportunities to use new language – so English develops in every classroom, not just in English lessons. |
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Dedicated EAL Lessons EAL students with low fluency take part in weekly English Conversation lessons, building the everyday spoken English that unlocks school life: asking questions, joining discussions, making friends. Further intervention lessons focusing on spelling, punctuation and grammar are provided for those who need them, giving written accuracy the same attention as spoken confidence. As fluency grows, these lessons develop into formal examination preparation at Key Stages 4 and 5. |
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Immersion Beyond the Classroom English at FIC does not stop at the classroom door. Boarding life, mealtimes, activities, excursions and our house family atmosphere mean EAL students are speaking, hearing and thinking in English throughout the day, alongside friends from many countries whose common language is English. Reading aloud with older students, assemblies and clubs all add authentic, purposeful practice – the kind of constant exposure that no amount of textbook study can replace. |
The EAL Pathway
| Key Stage | Provision | Working Towards |
|---|---|---|
| Key Stage 3Years 7–9 | Weekly English Conversation lessons for students with low fluency, plus further intervention lessons in spelling, punctuation and grammar for those who need them. Vocabulary and language for every subject are built through adapted tasks in ordinary lessons. | Everyday fluency and classroom confidence |
| Key Stage 4Years 10–11 | All EAL students follow the IGCSE English as a Second Language course, developing reading, writing, listening and speaking to examination standard, culminating in examinations at the end of Year 11. | IGCSE English as a Second Language |
| Key Stage 5Years 12–13 | Weekly English/IELTS lessons developing reading, writing, speaking and listening at a higher academic level, measured against the entry requirements of universities around the world. | International English Language Testing System (IELTS) |
Key Stage 4: IGCSE English as a Second Language
At Key Stage 4, all EAL students follow the IGCSE English as a Second Language course — an internationally recognised qualification designed specifically for learners whose first language is not English, and widely accepted by schools, colleges and employers as proof of English competence. Over two years, students develop the ability to understand and use English confidently across all four skills, sitting their examinations at the end of Year 11.
| Reading | Writing | Listening | Speaking |
|---|---|---|---|
| Understanding and responding to a wide range of texts — articles, reports, advertisements and more — identifying key points, opinions and implied meaning. | Writing accurately and appropriately for different purposes and audiences: summaries, emails, articles and essays, with secure grammar, spelling and punctuation. | Following spoken English in real contexts — conversations, announcements, interviews and talks — and picking out both detail and gist. | Communicating clearly and naturally in discussion: giving opinions, explaining ideas and responding to questions with growing fluency and confidence. |
Because the course develops exactly the language students need across their other IGCSE subjects — reading examination questions accurately, writing structured answers, following explanations — progress in ESL and progress across the curriculum reinforce one another.
Key Stage 5: English for Academic Study & IELTS
In the Sixth Form, EAL students attend weekly English/IELTS lessons to develop their reading, writing, speaking and listening at a higher academic level, preparing for the International English Language Testing System — the assessments that measure English ability against the entry requirements of universities around the world. IELTS is the qualification most commonly required of international applicants by UK universities, and is accepted by institutions in the USA, Canada, Australia and beyond.
Lessons focus on the specific demands of the test and of university study itself: reading academic texts quickly and critically, writing structured essays and data descriptions, listening to lectures and discussions, and speaking at length on abstract topics. Students sit regular practice papers under timed conditions, receive individual feedback against the IELTS band descriptors, and are guided towards the band score their chosen universities and courses require. Preparation is coordinated with our university application support, so that English development and university ambitions move forward together.
English Across School Life
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In Every Subject Every teacher at FIC is a teacher of English. Subject vocabulary is taught explicitly, writing is modelled and scaffolded, and EAL students’ work is marked for language as well as content, with clear next steps. Regular target setting after formative and summative assessment gives students time to reflect on their progress in English alongside their subject learning. |
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Reading Culture Reading is the engine of language growth. EAL students are supported to read widely and regularly – with guided support where needed, reading aloud alongside older students, and access to age-appropriate books that stretch vocabulary without overwhelming it. Growing readers become better writers, listeners and speakers. |
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Celebrating Home Languages Learning English at FIC never means leaving a first language behind. A student’s home language is part of who they are and a genuine academic asset – bilingual and multilingual students bring perspectives that enrich every classroom. Where students wish to gain qualifications in their first language, we support and encourage them to do so. |
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Working with Parents We keep parents fully informed of their child’s progress in English, through regular reports and open communication with teaching and pastoral staff. Parents know their children best, and their insight into how a student communicates at home helps us tailor support in school. Families are warmly encouraged to contact us at any point with questions about EAL provision. |