A Day in the Life of an EAL Teacher at Dulwich College Beijing

As part of our commitment to cross-cultural understanding and to Live Worldwise, language is an integral part of the student journey here at Dulwich College Beijing. For speakers of languages other than English, we offer world-class language support education for EAL (English as an Additional Language), and our Junior School English Support Lead, Ms Beverley Ford, shares more about what that looks like here at DCB. 

In the heart of a vibrant Junior School, our team of eight dedicated EAL teachers play a crucial role in supporting students' language development. Comprised of three native English speakers and five bilingual educators, we each work primarily with specific year groups; however, you may find us in any classroom across the school, collaborating with colleagues to foster a rich, supportive and inclusive learning environment.

A Typical Day

Our days begin early, as we deliver targeted interventions focused on enhancing English language skills. These morning sessions set the tone for the day, helping students build the foundational language abilities they need to thrive. Throughout the school day, our role shifts between supporting individual students in class, co-teaching alongside classroom teachers or working with small groups outside the classroom to reinforce key concepts. We also teach phonics, spelling, and Guided Reading, ensuring that language development is integrated into every aspect of the curriculum.

Collaboration with class teachers is a key part of our role. We assist in planning and adapting lesson materials to ensure they are accessible for EAL learners. We also engage in regular discussions with teaching staff about best practices for supporting language acquisition to ensure that every child has the tools they need to succeed in every aspect of school life.
 

Is an EAL Teacher's Role Limited to EAL?

Absolutely not! Here at Dulwich College Beijing, we believe in a holistic approach to education, and as EAL teachers, we are fully immersed in the wider school community. We run a variety of Co-Curricular Activities (CCAs) that reflect this inclusive ethos, offering everything from Chinese language and culture classes to creative arts and sports activities. Our involvement extends beyond the classroom as we contribute to the school's wider mission to nurture well-rounded, globally-minded individuals. In addition to supporting language learning, we also step in to cover classes when teachers are absent, ensuring continuity and stability for our students. This flexibility allows us to maintain a consistent, supportive environment, no matter the circumstances.
 

Professional Development and Staff Collaboration

As part of our commitment to ongoing growth, we also deliver professional development sessions for our colleagues. This year, we have focused on strategies for activating thinking, particularly for EAL learners. This year, we introduced Content Language and Integrated Learning, and all teaching staff participated in a professional learning collaboration group to discuss how to embed these strategies into planning and teaching. Further training was undertaken on our recent professional development day and complements the Concept-Based Inquiry approach.
 

Fostering Confidence and Independence in English and Celebrating Student Achievements

At the heart of our work as EAL teachers is the belief that language is not just about acquiring vocabulary and grammar, but also about building confidence. We understand that for many students, learning English can feel like an overwhelming challenge, but our aim is to create an environment where they feel safe to experiment, make mistakes, and grow without fear of judgment.

Whether it's listening, speaking, reading, or writing, we focus on helping each student feel comfortable and capable of using English across all areas of their learning. For some, this might mean engaging in conversations with peers or teachers, building confidence in speaking up in class, or finding their voice through storytelling or presentations. For others, it might involve tackling a challenging text in a Guided Reading session, understanding new vocabulary, or refining their writing skills through structured practice.

One of the most rewarding aspects of our role is seeing students make tangible progress. We celebrate each milestone, whether it's a student confidently reading aloud for the first time, successfully completing a written assignment with improved vocabulary and structure or expressing themselves more clearly in a class discussion. These achievements, no matter how small they might seem, are a testament to the hard work, resilience, and dedication of our students. Every step forward is a victory, and we take great pride in being part of their journey toward fluency.

Our goal is not just to teach English, but to empower students to use it as a tool for self-expression, learning, and engagement with the world around them. As they gain proficiency, we work closely with them to ensure they can confidently navigate academic and social situations.

At the same time, we also emphasise the importance of developing independent learners. We want students to take ownership of their language development, set their own goals, monitor their progress, and become self-sufficient in their learning. The ultimate success is when students are not only comfortable using English but are able to use it as a gateway to exploring new ideas, engaging with different cultures, and pursuing their passions.


In the world of EAL teaching, no two days are ever the same. Each student brings their own unique set of experiences, challenges, and strengths, and our approach is always tailored to meet their individual needs. The progress we see—from a hesitant learner who initially struggles to express themselves to a confident speaker who eagerly participates in class discussions—is deeply fulfilling. Every moment of growth, whether large or small, reminds us why we do what we do: to see our students thrive and succeed, not just in English, but as confident, independent learners ready to tackle whatever challenges lie ahead.