EIS is authorised by the International Baccalaureate (IB) Organisation as an IB World School. Our IB programme is divided into the Primary Years Programme (Grades 1–5), the Middle Years Programme (Grades 6–10), and the Diploma Programme (Grades 11–12). The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

The IB is world renowned for its high academic standards, commitment to multiculturalism and focus on developing skills that will prepare students for success in future educational endeavours and life in a global world. To learn more about the IB, visit

English Language Support

English is the language of instruction though it is not the first language of the majority of students who come to us with an array of different languages at differing levels of fluency. Because a command of English is the primary key to accessing information and communicating, we support all students’ English language development in order to ensure every student at The European Inernational School Ho Chi Minh City (EIS) has the opportunity to succeed academically.

In the mainstream environment of EIS, all teachers are responsible for English language development of all students. Essentially, most students enrolled are learning English as an Additional Language.(EAL)

The CEFR (Common European Framework of Reference for Language) is a benchmark used at EIS to assess skills and the progress of language learners. Students who are new to English are plotted on this ‘road map’ that shows the learner’s journey toward proficiency in English language. The framework identifies expectations for language use at specific levels, combined with the learner’s level of language acquisition in five communicative skills: listening, spoken interaction, spoken production, reading, and writing.

We believe that foreign language learners need opportunities to work toward achieving learning outcomes in the different subject areas together with their peers in grade-appropriate settings. Various differentiated strategies are used to accommodate foreign language learning in the classroom, for example, explicit instruction, visuals, tutorials, peer work, and adjusted content. 

The school emphasises home languages. Proficiency in home language supports proficiency in English language acquisition. EIS offers a range of mother tongue languages as part of the general PYP & MYP curriculum. There are tiered levels of English classes in the MYP program to be inclusive of diversity or language acquisition. 

If more specialised English language support is required, the school provides ‘push in’ and ‘pull out’ in grades 1-10. Our response to intervention is driven by the needs of the students as identified by teachers and individual language levels, at any given time. Interventions are timely and flexible in nature, and progress is at the heart of how we respond. 

Supporting teaching and learning to enhance language development is an integrated part of the school’s programme. Collaboration occurs between support staff, classroom teachers, specialist teachers and coordinators, to optimise student’s learning. Teams create meaningful plans to support students at risk. There exists a flowchart outlining the process of supporting at-risk EAL students at EIS.

A True Second Home


student receive support when needed


teacher-students ratio


dedicated team of English support teachers


nationalities throughout the school

What We Offer

EIS Library
EIS Week Without Walls
Week Without Walls
Week Without Walls
EIS Learning Principles
Learning Principles
Learning Principles
EIS Arts, Design and Music
Arts, Design and Music
Arts, Design and Music

Community Voices