student receive support when needed
EIS is authorised by the International Baccalaureate (IB) Organisation as an IB World School. Our IB programme is divided into the Primary Years Programme (Grades 1–5), the Middle Years Programme (Grades 6–10), and the Diploma Programme (Grades 11–12). The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
The IB is world renowned for its high academic standards, commitment to multiculturalism and focus on developing skills that will prepare students for success in future educational endeavours and life in a global world. To learn more about the IB, visit www.ibo.org.
English is the language of instruction though it is not the first language of the majority of students who come to us with an array of different languages at differing levels of fluency. Because a command of English is the primary key to accessing information and communicating, we support all students’ English language development in order to ensure every student at The European Inernational School Ho Chi Minh City (EIS) has the opportunity to succeed academically.
In the mainstream environment of EIS, all teachers are responsible for English language development of all students. Essentially, most students enrolled are learning English as an Additional Language.(EAL)
The CEFR (Common European Framework of Reference for Language) is a benchmark used at EIS to assess skills and the progress of language learners. Students who are new to English are plotted on this ‘road map’ that shows the learner’s journey toward proficiency in English language. The framework identifies expectations for language use at specific levels, combined with the learner’s level of language acquisition in five communicative skills: listening, spoken interaction, spoken production, reading, and writing.
We believe that foreign language learners need opportunities to work toward achieving learning outcomes in the different subject areas together with their peers in grade-appropriate settings. Various differentiated strategies are used to accommodate foreign language learning in the classroom, for example, explicit instruction, visuals, tutorials, peer work, and adjusted content.
The school emphasises home languages. Proficiency in home language supports proficiency in English language acquisition. EIS offers a range of mother tongue languages as part of the general PYP & MYP curriculum. There are tiered levels of English classes in the MYP program to be inclusive of diversity or language acquisition.
If more specialised English language support is required, the school provides ‘push in’ and ‘pull out’ in grades 1-10. Our response to intervention is driven by the needs of the students as identified by teachers and individual language levels, at any given time. Interventions are timely and flexible in nature, and progress is at the heart of how we respond.
Supporting teaching and learning to enhance language development is an integrated part of the school’s programme. Collaboration occurs between support staff, classroom teachers, specialist teachers and coordinators, to optimise student’s learning. Teams create meaningful plans to support students at risk. There exists a flowchart outlining the process of supporting at-risk EAL students at EIS.
EIS 是一所能提供从幼儿园到高中完整IB课程的国际学校，课程衔接好。 小班教学和英语帮助课程，特别适合转学 插班学生；让孩子尽快提高英文水平，适应新学校教学。EIS 虽然规模不大 但孩子可以拥有更多的机会，参与到各种竞赛和实践活动中， 我女儿在MUN （模拟联合国）活动中 锻炼了演讲和口头表达能力，沟通技巧及团队合作精神， 这些是中国高中暂时无法提供的。
Chunwei Family - From China
This is our fourth year among EIS community in Ho Chi Minh city. We have two daughters at the school. One is currently in third grade and the other, our youngest, is in Kindergarten 2. The school has provided a safe and comfortable environment for them to learn and develop their skills both as individuals and as members of the community. Classes are small and the education is personal, so the teachers know their students and can tailor their efforts to individual student needs. Through the after school activities, the kids complement their classes and get to know students and teachers from other grades, enhancing their interpersonal relationships and strengthening community links. Parents involvement is highly appreciated and encouraged by the school. There are a lot of occasions during the year, like events and assemblies, when the parents can join and watch the kids work and progress. Also, the school organizes a series of events at the campus for the whole community, out of school hours and in a relaxed atmosphere, having the parents and the kids a chance to get together, so the kids can meet their friends and the parents and teachers of all sections get to know each other. EIS is a warm and welcoming community of caring students, teachers, and parents.
Gazquez Family – From Spain
We are Max (6), Jonas (9), Maren and Daniel. Coming from Germany we were looking for a school that
offers both – German and English classes as well as an international environment with pupils from all
over the world to socialize with. EIS was our choice! EIS offers our kids a learning environment full of
life, activities and encouragement. Class sizes are limited and the IB curriculum supports our kid’s school
careers in a smooth but also demanding and performance driven way. Max and Jonas enjoy the broad
offer of after school activities and the possibility to explore different subjects in a playful and supportive
environment. The big number of opportunities and events organized by the school to involve parents in
the school community complement the positive impression we have gained from EIS throughout the past
Kernbach Family – From Germany