EAL Class Teacher (Primary)

Primary EAL Class Teacher

Taylor’s International School, Puchong
Job Type: Full-Time
Start Date: January 2027
Reporting To: Year Leader, EAL Leads & Head of Primary

About the Role

The Primary Class Teacher (EAL Focus) is responsible for delivering high quality teaching and learning to a class of primary aged students, including those who are new to English or at the early stages of language acquisition. This is a full class teacher role, with responsibility for delivering a broad and balanced curriculum across subjects, not a standalone English or language support position.

The teacher will ensure strong academic progress, excellent pastoral care and a positive classroom environment while embedding language development across all areas of learning. The role requires a reflective practitioner who takes initiative, contributes to whole school life and actively seeks opportunities to enrich students’ learning experiences both inside and outside the classroom.

The successful candidate will demonstrate strong expertise in supporting multilingual and EAL learners within a mainstream classroom, recognising language development as integral to all teaching rather than a separate subject.

The role requires a secure understanding of second language acquisition and multilingual development, including how learners progress from early communication (BICS) to academic language proficiency (CALP), and the ability to apply this knowledge in classroom practice.

Key Responsibilities

Teaching and Learning

• Plan, prepare and deliver engaging, well structured and high quality lessons across the primary curriculum
• Take full responsibility for a class as a class teacher, including academic progress, behaviour and pastoral care
• Differentiate learning effectively to meet the needs of all students, including those with little to no English, SEN and high achieving learners
• Embed language development within all subjects, ensuring students can access content while developing English proficiency
• Use a range of EAL and multilingual strategies such as modelling, scaffolding, visual supports, structured talk and guided interaction
• Apply knowledge of second language acquisition to plan lessons that provide comprehensible input, structured opportunities for output, and progression from supported to independent language use
• Set clear learning objectives and success criteria for both content and language development
• Use a range of assessment strategies to monitor academic progress and language acquisition
• Provide timely, meaningful and constructive feedback to support student progress
• Maintain consistently high expectations of behaviour, effort, achievement and participation
• Foster student agency, independence, confidence and a love of learning
• Integrate digital learning and innovative teaching practices where appropriate

Curriculum and Assessment

• Deliver the primary curriculum effectively, ensuring breadth, balance and progression
• Plan lessons that are linguistically inclusive and accessible to students at varying levels of English proficiency
• Maintain accurate and up to date records of student attainment, progress and language development
• Use assessment data to inform planning, intervention and personalised learning
• Prepare high quality reports that reflect both academic progress and language acquisition
• Contribute to curriculum development, innovation and enrichment opportunities
• Support internal and external assessment processes where applicable

Pastoral Care and Safeguarding

• Create a safe, inclusive, supportive and nurturing classroom environment where linguistic and cultural diversity is valued
• Promote student wellbeing, resilience and positive relationships
• Support the social and emotional integration of students new to English
• Actively safeguard and promote the welfare of all students in accordance with school policies
• Identify and support students who require additional academic, language, social or emotional support
• Work closely with pastoral leaders, EAL specialists, SEN and safeguarding teams where necessary

Classroom Environment and Organisation

• Establish clear routines, expectations and structures that support effective learning
• Create a stimulating, organised and language rich classroom environment
• Use visual supports, modelling and structured talk to aid comprehension and language development
• Manage classroom resources effectively and responsibly
• Promote student independence, responsibility and ownership of learning

Wider Contribution and School Community Engagement

• Demonstrate a proactive and enthusiastic commitment to the wider life of the school beyond the classroom
• Contribute willingly to school events, performances, trips, competitions, assemblies and community initiatives
• Support and lead extracurricular activities, clubs or enrichment opportunities that enhance the student experience
• Take initiative in creating meaningful learning opportunities, projects and experiences without the need for direct instruction
• Actively engage in whole school celebrations, cultural events and community programmes
• Contribute to an inclusive school culture that celebrates linguistic and cultural diversity
• Collaborate with colleagues to support cross curricular learning and whole school priorities
• Model professionalism, positivity and a genuine commitment to the school’s ethos and community

Communication and Collaboration

• Build positive, professional and respectful relationships with parents and guardians
• Communicate regularly and effectively with families regarding student progress, wellbeing and learning
• Communicate sensitively with families from diverse linguistic and cultural backgrounds
• Work collaboratively with colleagues, teaching assistants, EAL specialists and specialist teachers
• Participate actively in staff meetings, professional learning and school initiatives
• Contribute positively to a collaborative and high performing staff culture

Professional Responsibilities

• Demonstrate initiative, ownership and a willingness to contribute meaningfully to the wider school community rather than a solely classroom focused role
• Engage in continuous professional development, particularly in inclusive and multilingual teaching practices
• Uphold the school’s ethos, values and professional standards at all times
• Follow all school policies, procedures and safeguarding expectations
• Contribute to school improvement priorities and strategic initiatives
• Undertake additional duties as reasonably assigned by the Head of Primary or Senior Leadership Team
• Engage in ongoing professional development related to multilingualism, translanguaging, and second language acquisition, and apply this to classroom practice

Person Specification

Qualifications

• Bachelor’s Degree in Education or a relevant subject
• Recognised teaching qualification (PGCE, QTS or equivalent)

Experience

• Proven experience as a class or homeroom teacher in a primary school setting
• Strong experience teaching students with little to no English within a mainstream classroom
• Experience applying principles of second language acquisition to support learners at different stages of English proficiency
• Experience working in linguistically diverse or multilingual school contexts (highly desirable)
• Experience planning and delivering a full curriculum, not solely language instruction
• Experience using EAL and multilingual strategies to support access to learning
• Experience using assessment data to inform teaching and improve student outcomes
• Experience contributing to enrichment, extracurricular activities or wider school initiatives is highly desirable

Skills and Competencies

• Strong classroom management and organisational skills
• Strong understanding of second language acquisition, including stages of language development, the distinction between social and academic language (BICS/CALP), and implications for classroom practice
• Ability to use students’ home languages as a resource for learning (translanguaging) to support access and progress
• Ability to integrate language development across all subject areas
• Ability to scaffold both content and language effectively for diverse learners
• Excellent communication and interpersonal skills
• Ability to inspire, motivate and challenge young learners
• Strong planning, assessment and reflective teaching practice
• Commitment to inclusive education, language development and student wellbeing
• Ability to work collaboratively and contribute positively to a team environment

Personal Attributes

• Passionate about primary education and child development
• Proactive, reflective and solutions focused practitioner
• Demonstrates initiative and a willingness to go above and beyond for students
• Strong sense of professional responsibility and accountability
• Culturally aware, adaptable and internationally minded
• Committed to contributing actively to the wider life and community of the school
• Values and embraces linguistic diversity within the classroom
• Recognises multilingualism as an asset and actively promotes inclusive, language-rich learning environments

Safeguarding Statement

The school is committed to safeguarding and promoting the welfare of children and young people. All staff are expected to share this commitment. The successful candidate will be subject to appropriate background checks and safeguarding screening.

Application Process

Interested candidates should submit a cover letter outlining their suitability for the role, including examples of full class teaching experience, supporting students new to English within a mainstream classroom and contributions to wider school life, together with a current CV addressed to the Principal by the stated application deadline.