ESL Support at
The British School of Lomé
'Learning a second language is of tremendous importance. It changes the way the individual perceives and analyses the world. It unlocks an individual's ability to develop cultural and self awareness. …What we understand about neuro science and language learning is at the heart of developing global awareness.'
Harvard Professor Bruno Della Chiesa
ESL Support

Millions of pupils now attend international schools in which lessons are delivered principally in English. Many exams are based upon British qualifications.

The British School of Lomé's English as an International Language Department uses a 'needs-based' programme, flexible enough to suit the changing and unpredictable needs of students at any given time. Many of our students speak more than two languages. Learners may know some English or none when they arrive.
  1. Our programme is based on immersion and some withdrawal. 
  2. Non-English  speaking  students  and students  with limited English  proficiency are supported  in their effort to fit into the regular  school programme  and to integrate  fully into the life of the school both socially  and academically.
  3. They quickly become fluent speakers.
  4. The British School of Lomé  is an inclusive school offering excellence  and choice, incorporating the views of parents and children
  5. The British School of Lomé actively seeks to remove barriers to learning and participation
  6. All children have access to an appropriate education that affords them the opportunity to achieve their potential
  7. Inclusion is about engendering a sense of community and belonging and encouraging everyone to come together to support each other

In subject classes, English as International Language students have input at a comprehensible level or just above which allows students access to the target language and acquisition. In order for students to gain an understanding of the content and to extend their competence in English, teachers use Content and Language Integrated Learning, (CLIL) in which non language subjects are taught in English and present the material in a modified form via strategies that allow access to meaning.

Targeted Intervention

We believe that some withdrawal make it possible to use language appropriate to the student's level of English and to foster personal relationships with the students more easily. It is also a time when individual difficulties can be discussed, solutions suggested and targeted intervention can take place.

Student Outcomes

Through the encounter with speaking, listening, reading and writing activities, students are challenged to become inquirers, thinkers, communicators and risk-takers. Our learning outcomes are defined in terms of what each student should be able to do in English at beginner, intermediate and advanced levels. Through the range of challenges and demands of the classroom and homework, we aim to encourage self-motivated, confident, reflective, innovative and well-balanced students ready to begin Key Stage 4 and their IGCSE syllabus.
'Come to the edge, he said,
They said: We are afraid.
Come to the edge, he said.
They came.
He pushed them…. and they flew.'

Guillame Apollinare
English as a Second Language IGCSE

Cambridge IGCSE English as a Second Language is designed for learners who already have a working knowledge of the language and who want to consolidate their understanding in order to progress in their academic or professional career. The qualification reflects the widespread use of English in education and commerce, and also in entertainment.

The aim is to achieve a level of practical communication ideal for everyday use, which can also form the basis for further, more in-depth language study. In Syllabus 0510, marks for the oral component do not contribute to the overall grade candidates receive for the written components. A count-in oral component is offered in Syllabus 0511. Cambridge programmes and qualifications are designed to support learners in becoming:
  • confident in working with information and ideas, their own and those of others.
  • responsible for themselves, responsive to and respectful of others.
  • reflective as learners, developing their ability to learn
  • innovative and equipped for new and future challenges.
  • engaged intellectually and socially to make a difference.
Prior learning

Cambridge IGCSE English as a Second Language is designed for learners whose first language is not English but who use it in a lingua franca or language of study.

Cambridge IGCSE English as a Second Language candidates take three components. Reading and writing, Listening and Speaking component.

Syllabus aims

The Cambridge IGCSE English as a Second language aims are to:
  • develop learners’ ability to English effectively for the purpose of practical communication
  • form a solid foundation for the skills required for further study at IB or employment using English as the medium
  • develop learners’ awareness of the nature of language and language-learning skills.
  • promote learners personal development
'As a hawk flieth not high with one wing, even so a man reacheth not to excellence with one tongue.'
Roger Ascham