Inclusion appears everywhere in international schools - from school policies to discussions in assemblies - yet a question remains: what does this look like for multilingual children, and how do we know they are being supported to thrive every day?
For me, the answer began with noticing. I kept brief observations daily about the learners I worked with who spoke English as an additional language (EAL). Those notes captured progress that mattered to learners and their families.
Over time, this evidence sharpened my teaching, built learner pride and reassured parents.
These habits eventually grew into whole-school systems that shaped our approach to multilingualism - work that was recognised during the process we undertook to achieve Accreditation by Language for Results International (ALFRI).
One big aspect of this has been our enhanced use of data - something that has become the backbone of our approach to inclusion for EAL pupils. Here are 5 ways we do that:
1. Learner profiles that tell the whole story
A holistic learner profile records language background, prior schooling, baseline results and learner goals.
It portrays a plurilingual individual, not simply a pupil “behind” in English, and it guides planning.
Profiles also align with Universal Design for Learning (UDL), building accessibility and differentiation into lessons. They evidence that inclusion is embedded rather than performative, and counter a common barrier in international schools: reluctance to admit pupils with higher needs.
When staff see practical strategies and proof of progress, confidence grows and doors open.
2. Baselines and ongoing assessments
Effective support begins with knowing where learners are. Using The Bell Foundation’s assessment framework, every new pupil completes a baseline across listening, speaking, reading and writing, and our proficiency-mapping decision tree links bands, Common European Framework of Reference for Languages (CEFR), and year groups.
This clarifies both Basic Interpersonal Communication Skills (BICS, referring to social language) and Cognitive Academic Language Proficiency (CALP, relating to academic language), so any support is based on evidence, not assumption.
Progress is tracked through a cycle of formative and summative assessments. Quick writing samples, oral recordings and comprehension checks capture daily growth, while termly assessments add accountability.
Each term, results are analysed with MAP assessments to evaluate wider impact. This layered approach connects classroom learning with whole-school outcomes.
3. Data-informed grouping and intervention
We monitor assessment patterns to guide flexible grouping and targeted interventions within a Multi-Tiered System of Supports (MTSS).
Learners receive support according to need, so that it is responsive, equitable and temporary - never a label.
Our ongoing assessment highlighted several learners in Grade 2 who needed support with phonics blending, and so intervention was introduced to focus on decoding and fluency.
Post-assessment showed clear improvement after six weeks, at which point the group dissolved.
Weekly group lesson plans kept each intervention structured, scaffolded, and evidence-informed. These were designed around CELTA (Certificate in Teaching English to Speakers of Other Languages) and TESOL (Teaching English to Speakers of Other Languages) approaches.
4. Dashboards that make growth visible
Dashboards matter when they are clear, usable and focused on growth.
Our department uses a proficiency tracker that colour-codes The Bell Foundation’s proficiency bands across the four language skills. We also have dashboards that track vocabulary practice, lesson completion and learner engagement.
For learners, dashboards make progress tangible: moving band or climbing a leader board builds ownership and pride.
For staff, the visuals guide grouping, interventions and tier transitions, while providing evidence of progress. Even without digital platforms, a colour-coded spreadsheet can keep everyone aligned.
5. Collaborative data conversations
Data becomes transformative when it fuels shared professional dialogue.
At our school, this happens through a structured CPD programme led by the EAL coordinator and multilingualism lead. Following their online training sessions, staff join consolidation sessions to reflect and build portfolios.
They also engage in conversations about phases of learning, strategies, factors affecting progress and evaluation using classroom evidence.
Learning visits are central, and move the discussion from describing learning to analysing causes and evaluating outcomes. Evidence from visits is triangulated with assessment data and pupil voice.
Teachers also keep conversations informal through “walk and talk” exchanges between lessons, which normalise coaching and sustain reflection.
The result is a culture of openness and empathy. For multilingual learners, their growth becomes visible, valued and supported across the school.
Data is never just numbers; it tells the story of a child finding their voice. Used with empathy and purpose, data unlocks potential and turns classrooms into places where multilingual learners are empowered to thrive.
Dalia Aljaibat is multilingualism coordinator at The Hamilton International School in Doha, Qatar, part of International Schools Partnership (ISP)
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