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More Than 60 Educators and Administrators Convene In China for the Newly Launched, Pioneering ISS WLI Certification Program for English as an Additional Language (EAL)
September 10, 2014
WLI Program Staff
In response to the continued changing demography of international schools, ISS proudly launched its EAL certification program August 4-8th, 2014, at Nansha College Preparatory Academy (NCPA) as a way to make a reality of the oft- quoted mantra, “all teachers are EAL teachers” by preparing them with the knowledge, capacities, and skills necessary to provide research-based and responsive learning experiences for English learners in all classrooms.
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News
WLI Sponsors Successful TARA Conference in Bahrain... First TARA Exclusively Devoted to Arabic
May 14, 2013
Bridget Doogan
Sponsored by the ISS World Language Initiative, the conference aimed to build and support the types of knowledge and collaboration needed for a successful Arabic professional learning community
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ISS Expands Focus in the Asia Pacific and Middle East
January 05, 2013
2011 proved to be a very busy year for ISS, and it shows no signs of slowing down yet. With the increased emphasis on the role education plays in economic development, there is a growing interest amongst many countries to establish high quality education alternatives that meet both high international standards as well as the needs of local communities. To help meet that need, ISS is moving to bolster it’s presence in the two areas of the world experiencing the most growth in international education – Asia and the Middle East.
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News
ISS Launches New EAL Program in China
January 05, 2013
For those of us who have been working with English learners for a long while, it often seems that the 'same old, same old' questions and issues are at work in international schools; specifically, the perceived deficiencies of English learners lead to a narrow focus on remediation through English-only or separate ESL content programs to 'fix' students. The image of EAL (English as an Additional Language) programs as remedial or a school's standards declining with the number of English learning students increasing has been so deeply ingrained, that it has bounded our perceptions of these students as problems to be overcome rather than as the positive forces so often stated in school mission statements.
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