EAL Support at Jakarta International Schools

What EAL Means in Practice

EAL is not the same as learning English as a foreign language. An EAL student is a child who is learning in English while simultaneously learning English. They are doing maths, science, humanities and everything else in a language they have not yet mastered. The cognitive load is immense.

Good EAL provision does two things simultaneously: it accelerates English language acquisition and it ensures the child can access the academic curriculum while their English develops. A school that does only the first - language lessons in isolation - leaves the child behind academically. A school that does only the second - throws the child into mainstream classes with no support - overwhelms them.

The research on second-language acquisition is clear on timelines. A child with age-appropriate cognitive development and regular exposure to English will typically develop conversational fluency within 12-18 months. Academic English - the language needed to write analytical essays, interpret complex texts, and engage with abstract concepts - takes 5-7 years. Schools that tell parents "your child will be fluent within a year" are describing social English. Academic English takes longer.

How Schools Deliver It

Three models are common in Jakarta.

Pull-out model. The child is withdrawn from mainstream classes for dedicated English language lessons with an EAL specialist. The advantage: focused language instruction. The disadvantage: the child misses subject content while out of the classroom. Overuse of pull-out leads to social isolation and academic gaps.

Push-in / embedded model. An EAL specialist works inside the mainstream classroom alongside the subject teacher. The child stays with their peers and accesses the same content, with in-class support tailored to their language level. This is the stronger model - it keeps the child integrated while providing targeted help.

Structured immersion. The child is placed in mainstream classes with no dedicated EAL support beyond initial orientation. The assumption is that immersion alone will develop language. Some schools offer this at the early years level, where natural language acquisition is fastest. At secondary level, this model is too slow and leaves students struggling.

The best schools combine pull-out and push-in depending on the child's level and age. A new arrival with very limited English might start with intensive pull-out sessions (1-2 weeks) to build basic vocabulary and classroom language, then transition to embedded support within mainstream classes. The goal is always to reduce support over time as proficiency develops.

Costs

EAL is not always included in tuition. The pricing model varies.

The difference matters. At JIS, the one-time fee of $4,239 is front-loaded - you pay once and there is no ongoing charge. At AIS, the annual charge continues for as long as your child receives EAL support, which can be 2-5 years. Over a full primary career, the AIS model may cost more in total despite the lower annual figure.

Schools that include EAL in standard tuition (BSJ, ISJ, NAS) are absorbing the cost across all families - which can mean the programme is less individually resourced, or it can mean the school views EAL as a core part of its provision rather than an add-on. Ask about staffing levels either way.

What to Ask

Before enrolling a child who needs EAL support, ask these questions. If the school cannot answer them clearly, it is telling you something.

"How many dedicated EAL teachers do you have?" A school with 1,500 students and one EAL specialist is not taking this seriously. A school with 4-6 EAL teachers across primary and secondary is resourced to do it properly.

"What model do you use - pull-out, push-in, or both?" Look for a blended approach. Pull-out only is a warning sign at secondary level.

"How do you assess EAL students on entry?" The school should describe a formal language assessment - not "we'll see how they go in class." Assessment on entry determines the level of support and sets benchmarks for progress.

"What are the exit criteria?" At what proficiency level does the school determine a child no longer needs EAL support? Look for schools that use an established framework - WIDA, Cambridge English proficiency levels, or an equivalent. Vague answers suggest vague criteria.

"How do EAL students access the academic curriculum while their English develops?" The answer should describe differentiated instruction, modified assessments, and collaboration between EAL and subject teachers. If the answer is "they attend regular classes," the school is relying on immersion without support.

"Can my child sit external exams (IGCSE, IB) in their mother tongue?" Some exam boards allow students to take certain assessments in their first language. This can be a significant advantage for students whose English is still developing at IGCSE or Diploma level.