3.5 Admissions Considerations for Parents with EAL Children
International schools in Jakarta receive children from every linguistic background: newcomers who have never studied in English, bilinguals who switch languages with ease, and those who speak confidently but have never written more than a few lines in English. For admissions teams, the question is never “Does this child speak English?” but “What kind of English does this child have - and what support will they need to thrive?”
"EAL admissions are not a hurdle but an opportunity: a chance to give a child the right start, at the right level, with the right support."
Parents often underestimate that distinction. A child may chat freely with an admissions officer but struggle to follow a classroom instruction that contains two prepositional clauses. Another may read phonetically but falter when asked to write a short paragraph. Schools need to understand these differences before placing a child in a year group where expectations escalate quickly, especially from about age seven onwards.
Handled well, EAL admissions are not a hurdle but an opportunity: a chance to give a child the right start, at the right level, with the right support.
1. What Schools Look For—Beyond “Can They Speak English?”
A good EAL assessment is part linguistic evaluation, part gentle observation. It begins quietly, often with a simple picture book or a short conversation about the child’s interests. From this, teachers build a picture of three things:
Language foundations
Can the child hear subtle sound differences? Do they recognise common sight words? Can they decode unfamiliar words? Early literacy markers matter because they underpin all future learning.
Academic English
This is where many families are surprised. Academic English is not accent, fluency or confidence—it is the language of instruction: “compare”, “describe”, “explain”, “justify”. A child who speaks socially may still struggle to write in full sentences or follow multi-step tasks.
Learning behaviours
Does the child attempt tasks independently? Do they freeze when unsure, or do they try? Are they willing to take risks with language? Teachers watch closely; these behaviours often predict how quickly a child will settle.
"A child may chat freely with an admissions officer but struggle to follow a classroom instruction that contains two prepositional clauses. Schools need to understand these differences before placing a child."
No single assessment tells the full story. The early impression simply helps teachers understand where the child will need support.
2. How EAL Assessment Works in Practice
Most assessments are short and designed to be unintimidating. A child may read aloud, answer questions about a picture, or write a few sentences. Admissions teams are not looking for perfection; they are looking for patterns.
If a child is young, they may be invited into a classroom for a trial morning. Teachers observe how they respond to group instructions, how they participate in discussions and how confidently they attempt tasks. Sometimes the most revealing moments are small ones: a child attempting to ask for the glue stick, following a classroom routine by watching others, or smiling when they understand a peer’s joke.
Schools also distinguish between lack of exposure and possible underlying difficulties. A child who has simply not encountered English before may progress quickly; a child who struggles to process language in any form may require more sustained support. The distinction matters for accurate placement.
3. EAL Availability and Why Capacity Matters
Parents are often surprised to learn that EAL departments run on fixed caseloads. In most international schools, these caseloads are allocated at the start of the academic year and reviewed each term. It means:
• a class may have space, but
• the EAL team may not.
This is particularly true in Years 3–8, when academic language becomes more demanding and the volume of reading and writing increases sharply. Schools can support only as many children as their staffing allows. When capacity is full, schools may recommend that families wait until a new term, rather than enrolling a child into an overstretched system.
4. Placement, Progression and Class Integration
Placement for an EAL learner involves balancing age, maturity, academic readiness and social confidence. Schools avoid placing a child in a class where the linguistic load will overwhelm them. Equally, they avoid holding children back unnecessarily; young learners often make rapid progress once immersed in a well-structured English environment.
How integration works
Most schools use a blend of approaches:
• in-class support, where EAL teachers work alongside the class teacher
• small-group withdrawal, focused on explicit instruction
• targeted literacy sessions, especially in early primary
Teachers differentiate quietly: visual supports, simplified instructions, paired work, or pre-teaching vocabulary. The aim is integration without embarrassment.
Expected progression
Families sometimes ask how long it takes to “catch up”. A sensible benchmark is:
• six weeks for social confidence
• one to two terms for noticeable academic growth
• longer for fully fluent academic English, especially in Years 4–8
Progress is steady rather than sudden. Schools monitor it closely.
5. What Parents Should Prepare Before Applying
Good preparation strengthens placement.
Past school reports
They show literacy development over time, not just current performance.
Any previous assessments
Speech-language evaluations, reading tests or learning-support documents help the school understand the child properly—not to restrict enrolment, but to plan support.
An honest account of English exposure
Admissions teams need to know:
• languages spoken at home
• whether the child was taught in English previously
• whether they are bilingual, trilingual or new to English entirely
Many parents unintentionally overstate or understate their child’s English. Honesty leads to better placement.
6. Questions Parents Should Ask During Admissions
A good EAL programme is transparent. Parents might ask:
• How is EAL support structured day to day?
• Is it mainly in-class, withdrawal-based, or mixed?
• How many children does each EAL teacher support?
• How is progress measured and shared with parents?
• How long do new EAL learners typically take to settle socially and academically?
• How does the school teach reading and writing across the curriculum?
7. Common Misunderstandings—and How to Avoid Them
Several misconceptions appear regularly:
• Conversational English ≠ academic English
A child may sound fluent but struggle with reading and writing.
• “They will be fine in a few weeks.”
Social adaptation is quick; academic demands take longer.
• EAL is the same as bilingualism.
A bilingual child may still need targeted support, depending on their literacy base.
• Schools can simply add one more child to the EAL caseload.
Caseloads are capped to maintain quality.
• Minimising difficulties speeds admission.
In reality, transparency results in better support and smoother integration.
8. When a School Is a Strong Fit for an EAL Child
A strong EAL environment is easy to spot:
• teachers trained in language-development strategies
• visible, well-resourced support
• regular communication between EAL staff and mainstream teachers
• a school culture that values multilingualism
• children speaking many languages without stigma
Parents often sense this within minutes of walking through a school.
9. Summary
For EAL learners, admissions is not about passing or failing; it is about understanding. Schools look closely at a child’s language foundations so they can place them where they will flourish. Capacity constraints matter, but they exist to protect children from being dropped into classes for which they are not ready.
With accurate assessment, transparent communication and a school that knows how to support multilingual learners, children adapt quickly. Within weeks, many begin forming friendships; within months, they start reading confidently; and over time, English becomes a comfortable academic language rather than an obstacle.
In a city shaped by movement and multilingualism, EAL is not a special category. It is simply part of the educational reality—and one that good schools handle with great skill.
About the author
Sophie, PGCE, QTS, BA (Hons)
Sophie specialises in early reading and phonics, drawing on expertise developed during her time at Wycombe Abbey. She is known for her strong pastoral instincts, promoting confidence, language development and emotional wellbeing in young learners. Sophie combines firm literacy foundations with playful, collaborative approaches that spark motivation and joy in the classroom.
Frequently Asked Questions
Does my child need to be fluent in English to join an international school in Jakarta?
No. Many children arrive with limited or emerging English. What matters is an accurate assessment of their language foundation and whether the school has capacity to support them.
How Admissions Work at International Schools
How do schools distinguish between conversational and academic English?
Conversational English is the language of playdates and social interaction; academic English is the language of instructions, writing tasks, explanations and subject vocabulary. A child may be fluent socially but still need targeted support academically.
Comparing International Curricula
What does an EAL assessment involve?
Typically a short reading sample, a picture-based discussion, a brief writing task and sometimes a classroom observation. Assessments are designed to be calm and unthreatening.
Mid-Year Admissions: What Parents Need to Know
Can a school have space in a class but still decline because of EAL?
Yes. EAL departments run on fixed caseloads. A class may have a seat available while the EAL team has no remaining capacity. This is common in Years 3–8.
How to Evaluate an International School
How long will it take for my child to settle socially and academically?
Social confidence often develops within 4–6 weeks. Academic English takes longer—usually one to two terms for noticeable progress, and more for full fluency at upper primary.
Relocating to Jakarta with Young Children
Does needing EAL support mean my child will be placed in a younger year group?
Not usually. Placement decisions consider age, academic readiness and language load. Most children join their age-appropriate class with targeted support.
Understanding International Schools in Jakarta
Should I share previous assessments or learning-support documents?
Yes. Transparency helps the school prepare appropriate support from day one. Partial information slows placement and may result in a poor start.
Visas, Permits, and Documentation for Enrolment
What questions should I ask a school about EAL provision?
Ask about the structure of EAL support, caseloads, how progress is monitored, how EAL integrates with mainstream teaching and how long new learners usually take to settle.
Questions to Ask on a School Tour
How do schools help children who are shy or reluctant to speak?
Good schools use in-class strategies, visual support, scaffolded language tasks and gentle confidence-building approaches. They never rely solely on withdrawal lessons.
How to Evaluate an International School
Will my bilingual child automatically need EAL?
Not always. Bilingualism is an asset, not a deficit. Some bilingual children need support with reading and writing; others do not. Assessment clarifies this.
