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CAIS EIP Handbook


2015-2016 School Year
 


Introduction 
简介
 

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 
班级班主任


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: 
语言强化班试读:班级试读期为一周。在此期间,试读学生将接受任课老师的考察,考察内容为课堂表现,理解能力、口语沟通、写作能力以及态度/行为表现都将作为考察内容。试读后由初中部主任最终决定学生能否能够正式进入班级学习。试读后合格学生正式进入班级学习,不合格学生将无法进入长春美国国际学校学习。(试读期间教师所用评估表后附。)

 

How long can a student remain in EIP? 
学习期限
 

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.
学生进入班级后至少要完成一个学期即三个月的学习,以确保任课老师对学生是否具备进入主流班级的能力做出充分的判断。三个月为合理的考察期。 

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. 
学生在班级学习的最长时限为2年。如果在此期间学生未能在英语能力上取得应有的大幅度进步,学校有权建议学生参加在北京或上海进行的心理教育评估(费用由学生家长承担)。评估结果将决定学校是否有能力帮助该学生解决学习问题和需求。 

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. 
若家长方面不同意对学生进行心理评估,则学校将无法继续帮助该生克服在学习中遇到的困难和挑战。 

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.
进入班级满2年却仍未能达到主流班级对于英语水平的要求时,学生将无法继续在班级学习。因此,学生本人和家长必须明确英语学习是学生在班级的首要任务。



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 
学生对学习应具有积极的的态度,其行为不应打扰其他学生的学习。不良的态度或行为表现可以作为将学生从班级劝退的依据。 

Assessment 
班级考核
 

How do teachers decide when a student is ready to leave EIP? 
如何确定学生可以进入主流班级


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. 
针对学生的考核为在班级整个学习期间的持续考核。同时,行为表现、与同其他学进行英语沟通、家庭作业完成情况等日常表现在决定学生是否可以进入主流班级学习时都将作为参考项。不良行为、课堂频繁使用母语而非英语进行交流、作业质量不高或未按时递交作业都将成为学生无法进入主流班级学习的因素。 

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. 
班级正式考核在每学期期末进行,主要考核学生进步情况以及是否具备加入主流班级的能力。考核通常包括三部分:口语考试、基础英语笔试以及贯穿整个学期的写作任务。 

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 
语言强化班阶段
 

The EIP consists of three stages: 
语言强化班学习包括以下三个阶段:


Stage 1: 
阶段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). 
学生仅参与主流班级的母语、体育、艺术以及社会项目的学习,其余时间均在语言强化班级进行以语言为主的学习,集中提高学生基础人际沟通技能并确保学生在认知学术性语言技能上有所进步。 

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. 
学生在班级以英语学习为主的前提下学习不同的科目。同时,学校认为学生的英语学习不应该孤立于整体环境。班级设置不同科目,学生发展各方面技能并接受与学校中学教育理念一致的教育。在可能情况下班级的科目设置与主流班级单元一致。 

Stage 2: 
阶段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: 
阶段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. 
学生带这个人计划回到主流班级学习,计划包括近期学生报告(记录学生接受能力、创造能力以及基础语言能力)、标准测试成绩、对老师使用语言的相关建议以及对学生的现实期待。 

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. 
阶段3的学生将按照中学部的标准进行考评。但是,当学生某一学科成绩低于3时,此科目在学生报告中将计为“不适用”。以上计分原则的原因在于:主流班级学生的学科考核以对该学科的理解和在学科中的表现为标准。若学生对于英语语言的使用和理解对学科表现有消极影响,则无法实现对学生学科理解的真正评估。这一原则与我们向班级每一个阶段的学生提供帮助的理念相一致。 

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. 
阶段3学生参与主流班级的全部课程,同时可以得到语言强化班级的帮助。二个月后,主流班级和语言强化班级老师将对学生表现进行评估,学生是否完全进入主流班级以老师建议和学生表现为前提条件。 

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. 
需要明确的是,根据主流班级老师的意见以及学生利益最大化原则,学生可以在不同的阶段进行转换,可以进入下一个阶段、也可以回到上一个阶段。 

Stages of the English Immersion Program 
语言强化班阶段表
 

 L&L CHINESE
中文
PHE
体育
COMMUNITY PROJECT 
社会项目
ARTS
艺术
DRAMA
戏剧
DESIGN
设计
LA ENGLISH
英语习得
MATHS
数学
SCIENCES
科学
I & S 
个人 与社会
STAGE 1 阶段1Students attend these subjects in their grade level. 
学生参与本年级以上科目的学习。
      
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 
年级与重读


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. 
语言强化班仅提供给MYP1、MYP2和MYP3的学生。鉴于班级的课程参考主流班级课程内容,MYP1与MYP2学生在班级学习期间将跟随自己的年级。 

MYP3 students who leave EIP before the end of the school year will re-enter their current grade level the following year. 
MYP3的学生在学年结束前进入主流班级的需要重读三年级课程。 

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. 
语言强化班不提供给MYP3年级以上的学生,因此MYP3学生在进入主流班级前将重复MYP3的学习。 

Subjects 
学科




Subjects taught and how classes are divided: 
班级科目及班级划分:


The EIP teaches four main subjects: 
班级的四个科目: 

·English Language Acquisition 英语习得 
·Math数学 
·Science 科学 
·History历史 

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. 
课程同时包含其它项目及活动以鼓励学生用英语交流并练习所学科目的技能。 

Students will also participate in MYP clubs. 
学生同时参与中学部俱乐部。 

English Acquisition: This class will be dedicated to teaching students English as a second language. It includes: reading, writing, listening, and speaking. 
英语习得:学生将英语作为第二语言学习,内容包括听说读写。 

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. 
学生将根据英语能力分为两个班级。班级英语老师决定学生分班情况。 

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. 
数学、历史和科学:课程将尽量与主流班级课程一致,将根据学生年级进行分班。 

Depending on the stage of the student within the EIP students will join some mainstream classes, as shown in the table above. 
同时根据上面提供的班级阶段表,学生将参与主流班级相关数学、历史和科学课程的学习。 

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. 
除上述课程外,班级其它课程和活动不分班以帮助学生练习及提高英语能力。 

Language Policy 
语言
 

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. 
作为英语强化项目,班级在上课时间的指令语言和交流语言为英语。在不影响学习进程情况下,允许将母语作为辅助语言少量使用。但若学生在上课期间持续使用母语进行交流将收到相关进度报告。 

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. 
学生应明确:成功完成语言强化班级学习的唯一途径是营造并维持全英语言环境以确保语言习得最大化。 



Communication 
沟通
 

Communication between parents and teachers will be limited (unless there are exceptional circumstances) to school hours: 7.50 – 16.20. 
家长与老师沟通仅限于学校工作时间:7::5-16:20(特殊情况除外)。 

Parents can communicate with teachers via the telephone and school email. 
家长可以通过电话及学校邮件与老师进行沟通。 

Teachers will communicate with parents, via the student diary, telephone, letters sent home with students, face to face meetings and at parent teacher conferences. 
老师将通过学生日记、电话、信件、见面以及家长会的方式与家长进行沟通。 

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. 
鉴于中学部的教育理念为培养学生的独立能力,因此老师不向家长提供每日学生进程情况跟踪。我们期望学生在结束每天学习时明确知道自己的家庭作业和其它各项任务。 

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. 
班级使用Schoology作为学习管理系统,家长和学生将通过Schoology收到定期消息、参考书目和其它班级相关信息。

This document runs in conjunction with the CAIS MYP Handbook. 
此文件与长春美国国际学校中学部学生手册并行。