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CAIS EIP Handbook

2015-2016 School Year


The English Immersion Program (EIP) at CAIS is an intensive academic English course. It is designed to offer students whose English is not yet at the standard required to study in mainstream classes the chance to improve their English while learning content that mirrors that of the mainstream. 
长春美国国际学校英语语言强化班(EIP)是专业英语 的强化班级,旨在向英语水平未能达到学校主流班要求的学生提供提高英语能力的课程,课程内容参照相应主流班级。

Homeroom Teachers 

Kate Liu Michael Rylance  

EIP Trial 班级试读

EIP Trial – The trial period for EIP will last for one week. During this week a trial student will be observed by his/her teachers on how he/she performs during the classes. Areas such as comprehension, oral communication, written work and attitude/behaviour will be taken into account and a final decision will be made by the MYP coordinator. At this time successful students will formally join the EIP and unsuccessful students will not join the school. A copy of the trial week form used by teachers can be seen below: 


How long can a student remain in EIP? 

Any student entering the EIP will remain in the program for a minimum of three months, or one full term. This is to ensure that the teachers in the EIP can be confident that the student is ready for mainstream classes; three months is a good amount of time to make an informed judgment.

The maximum amount of time a student can remain in EIP is two years. If a student has not made any significant progress in his/her English acquisition, the school has the right to ask the student to undergo a psycho-educational evaluation in Beijing or Shanghai at the parent’s expense. The result of the evaluation will indicate if the school is able to support the student’s learning challenges or needs. 

If the parent does not agree to a psycho-educational evaluation, then the school won’t be able to help the student in overcoming whatever challenge the student has. 

It is for this reason that students and parents must make studying English a priority, as after two years if a student’s English level still isn’t at the required level for the mainstream he/she can no longer remain in the EIP.

A student needs to have a positive attitude towards learning, and his/her behaviour should not be disruptive that prevents others from learning. Poor attitude or behaviour can be grounds to dismiss students from the EIP 


How do teachers decide when a student is ready to leave EIP? 

Assessment of students will be continuous throughout their time in the EIP. Daily performance, including behavior, communicating with others in English, home/class work will all be taken into account when deciding if a student can join the mainstream. Poor behaviour, persistent use of a student’s mother tongue during class time, low standards of work, and not submitting home work assignments will all count against a student’s chances of entering the mainstream. 

Formal EIP examinations will be conducted at the end of each term. This will be used to assess a student’s progress and his/her ability to join the mainstream. This exam will consist of three parts: an oral examination conducted by an EIP teacher, a written English acquisition paper to be sat during class time, and an extended piece of written work that will be completed during the term. 

Once the results of the examination are known, all EIP teachers will meet to discuss the results. They will take into account not only the examination results but also the daily performance of the students. After this meeting the teachers’ recommendations will be passed up to the MYP coordinator for final approval. Students will be informed of the decision at the end of the school term. Possible outcomes for students are: a student remaining in EIP for the following term, becoming a partial member of the mainstream, or fully joining the mainstream and leaving the EIP. Once a student leaves the EIP he/she cannot re-enter the program. 
考核成绩评出后,班级所有任课老师将开会讨论考核结果,讨论内容包括考核成绩以及学生日常表现。会后任课老师的建议将汇总至中学部主任处,并由后者最终决定通过考核进入主流班级学习的学生名单。学生每次考核后最终结果分三种情况:1. 学生继续留在语言强化班学习;2. 学生部分参与主流班级的课程;3. 学生正式从语言强化班毕业,完全进入主流班级学习。学生离开语言强化班级后,不能再次回到班级重读。

EIP Stages 

The EIP consists of three stages: 

Stage 1: 

Students are withdrawn from all subjects except for Language & Literature (Language A), PHE, Arts and Community Project. Time is spent in the IEP classroom preparing students for release into the Mainstream. Focus is primarily on further improving BICS (Basic Interpersonal Communication Skills) and ensuring that the students are progressing towards CALPS (Cognitive Academic Language Proficiency Skills). 

Students are taught a varied program where English learning is the number one priority. However, it is the department’s belief that the students should not be taught English in isolation and out of context. The EIP teaches a varied curriculum. Other skills are developed and students are exposed to teaching practices and learning strategies that are in line with the philosophy of MYP. Where possible the modified curriculum mirrors some of the units taught in mainstream classes. 

Stage 2: 

Students with developing CALP are slowly introduced into other mainstream classes. Students will attend some classes and be accompanied by an EAL teacher who will assist in the modification of curriculum resources. An example of how the EAL teacher can facilitate learning would be the withdrawal of the student after the presentation stage by the mainstream teacher. The EAL teacher will then ensure that the student has understood the lesson delivered and modify language where necessary. Content will not be modified and learning outcomes, where possible, will be the same for EAL students as mainstream students. The aim of this stage is to further offer support to the student as they make their transition from EIP to Mainstream. For this stage, full cooperation and support from mainstream teachers is necessary. It is important to note that a good, supportive program is in the best interests of not only the students in the program, but also the teachers in the mainstream. The more support, the fewer academic concerns will be encountered. 
学生在发展认知学术性语言技能的情况逐渐进入主流班级的其他课程学习。学生将在英语老师的帮助下参与部分主流班级课程。比如,英语老师在主流班级老师课程内容讲解后让学生进行独立学习,英语老师确保学生理解课程内容并在必要时对课程语言进行润色以确保其为学生可以理解的语言。学生参与课程内容与主流班级学生一致,在可以的情况下, 教学结果同样与主流班级学生一致。此阶段的目的在于向学生提供进一步的帮助以确保学生完成从语言强化班到主流班级的过渡。在此阶段,主流班级老师的配合与支持十分必要。一个优质的语言强化班不仅符合学生的利益、也符合主流班级老师的利益。学生在此阶段获得更多的支持可以减少其未来在学术上遇到的问题。 

Stage 3: 

Students are released into mainstream classes accompanied with an IEP (Individual Education Plan), this will consist of a copy of their most recent report (which documents their receptive, productive and general language skills), their results in the standardized test and a guide for teachers on how best to modify their language use for EAL students and, of course what to realistically expect from their students. 

Students in Stage Three should be assessed using the MYP criteria, however should the student achieve a score of less than “3” then this should not be marked on the report – N/A should be used instead. The rationale behind this is that students in the mainstream should be assessed according to their understanding and performance in the subject. Where their use and understanding of English negatively affects their performance in a subject a true evaluation of the student understanding of the subject is not possible. This is in line with our philosophy of supporting the EAL learner at every stage of learning. 

During Stage Three EALL students will attend all mainstream classes and have access to the EIP department for additional support. After two months the student’s performance in the mainstream will be evaluated by both mainstream and EAL teachers. Full release into the mainstream is conditional upon the teacher recommendation and student performance. 

It is important to add that students can move between the stages, both up and down, based on recommendations from the mainstream teachers and the best interests of the student. 

Stages of the English Immersion Program 

I & S 
个人 与社会
STAGE 1 阶段1Students attend these subjects in their grade level. 
STAGE 2 阶段2Students attend these subjects in their grade level. 学生参与本年级以上科目的学习。  
STAGE 3 阶段3Students attend all subjects in the mainstream but benefit from EAL push in support and modified assessment. 学生在英语老师的帮助下参与全部主流班级课程的学习。

Grade levels and repeating the year 

The EIP is only offered to students in MYP1, MYP2 and MYP3. Those students in MYP1 and MYP2 will progress with their current grade level whilst studying in the EIP as the EIP curriculum will mirror that of the mainstream classes. 

MYP3 students who leave EIP before the end of the school year will re-enter their current grade level the following year. 

The EIP does not teach above the MYP3 level, therefore students remaining in the EIP will be unable to progress further than MYP3 when entering the mainstream. 


Subjects taught and how classes are divided: 

The EIP teaches four main subjects: 

·English Language Acquisition 英语习得 
·Science 科学 

The teaching and learning incorporate projects and activities that encourage students to communicate in English and practice the skills being taught in their other subjects. 

Students will also participate in MYP clubs. 

English Acquisition: This class will be dedicated to teaching students English as a second language. It includes: reading, writing, listening, and speaking. 

The class will be divided into two groups according to the students’ English proficiency. Which group a student enters will be decided by the EIP teachers responsible for teaching English acquisition. 

Math, History and Science classes will mirror (as closely as possible) the mainstream curriculum. The class will be divided according to the students’ grade level. 

Depending on the stage of the student within the EIP students will join some mainstream classes, as shown in the table above. 

All other lessons will include the whole EIP as a single group to undertake projects and activities that will help them to practice and improve their English levels. 

Language Policy 

The EIP is an English Immersion Program. The language of instruction and communication during class time is to be English. Limited mother tongue communication is permitted but so long as it does not interfere with the learning process, and it is used as a tool or resource. Students who persistently communicate in their mother tongue will be issued a progress report. 

The only way a student will be successful in the EIP is if an English atmosphere can be created and maintained in order to maximise language acquisition. 


Communication between parents and teachers will be limited (unless there are exceptional circumstances) to school hours: 7.50 – 16.20. 

Parents can communicate with teachers via the telephone and school email. 

Teachers will communicate with parents, via the student diary, telephone, letters sent home with students, face to face meetings and at parent teacher conferences. 

Daily updates on student progress will not be provided as part of the MYP philosophy is fostering independence in students. EIP students are expected to leave the school at the end of the day knowing exactly what is expected of them to work on at home. 

EIP will useSchoology as a learning management system. Parents and students will receive regular news, list of resources and other-EIP related information through Schoology. 

This document runs in conjunction with the CAIS MYP Handbook.