ESL Program

MIT International School attracts students from different geographical and cultural backgrounds. A number of them have low English proficiency levels which present obstacles to academic achievement. These students deserve the school’s special attention and assistance. Thus, the ESL Program is designed to help these students experience success in school.

The ultimate objective of ESL Program is to ensure that all students in the program can be successfully mainstreamed and promoted to their respective higher grade levels. New students shall undergo intensive assessment in language competencies in listening-speaking, grammar, reading comprehension, and functional writing.

Based on the results of initial and subsequent assessments, a student may be assigned to any of the following phases of the program: Immersion, Bridge, and Enrichment.

In the Immersion phase, students with difficulties in basic communication skills undergo learning experiences through different contextual, interactive, and communicative language learning methods. Students do not receive numerical or letter grades; instead, they get a Pass or Fail mark plus comments from teachers that describe their progress in learning competencies in the different macro skills.

At about 8-10 weeks in Immersion and/or upon certification of the ESL Coordinator, a student may proceed to the Bridge phase. The student is assigned to the grade level Mainstream B class. In this class, students go through the regular curriculum in a supportive or sheltered environment where students manifest deep motivation for learning and teachers use differentiated instruction in addressing the needs of learners. Students attend additional ESL sessions after regular classes in the afternoon for further mastery learning experiences.

In the Enrichment phase, the student goes to the Mainstream A class which in Grades 11 and 12 prepare students to take the Advanced Placement (AP) exams. Students are challenged with rigorous academic training which prepares them for tough university studies. At their option, students may attend the Writing Workshop which is designed to hone their technical and creative writing skills.

Prior to transfer to Mainstream A, a student should manifest desired learning competencies as follows:

(1) Proficiency in Oral Skills - evidence of ability to comprehend and speak English at the level of peers of the same grade level for both social and academic purposes.

(2) Proficiency in Reading Skills - evidence that the student is able to read in content areas at the appropriate grade level for academic purposes.

(3) Proficiency in Writing Skills--evidence that the student is able to write at the appropriate grade level for academic purposes.

(4) Documented evidence of successful student performance in content area classes which the student is already mainstreamed. Evidence may include student portfolio including pieces of work such essays, research papers, journals, creative projects, course-subject quizzes and tests, lab reports, group work, and student self- evaluations of work.