In international education today, one of the most pressing questions is this: How do we ensure that every student—regardless of their English level—is given not just access to education, but access to inclusive learning and success?

In a world where 72% of international students speak a first language other than English (ICEF Monitor, 2022), schools must stop treating language proficiency as a prerequisite for meaningful academic participation. This approach not only marginalises students linguistically but also delays their engagement with critical thinking, inquiry-based learning, and the development of academic identity.

The “language as gatekeeper” model is outdated and no longer serves today’s educational goals. Research across educational linguistics and cognitive psychology confirms that language acquisition is most effective when embedded in authentic, cognitively demanding contexts (Cummins, 2000; Gibbons, 2009). When language is treated as a barrier rather than a strength, students are denied the chance to thrive on the very terms that international education claims to uphold: diversity, global-mindedness, and equity.

The Foundation Programme Approach
Unlike many English language support programmes, the Foundation Programme (FP) at the Canadian International School (CIS) is not remedial. It is a strategic, student-centered, academically rigorous programme designed to intentionally support English language learners’ transition into the International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP) with confidence.

At the core of the programme is Content and Language Integrated Learning (CLIL), a proven approach where students learn both academic content and language in tandem. According to a longitudinal meta-analysis by the European Commission (2014), CLIL students in such environments acquire language more quickly and develop a deeper conceptual understanding compared to those in language-isolated programmes.

This integration aligns with Professor Jim Cummins’ theory of Cognitive Academic Language Proficiency (CALP), which stresses that students should be challenged cognitively while simultaneously supported linguistically. When students are immersed in rich academic dialogue, even before full language proficiency, language development accelerates. This approach disrupts the harmful myth that students must “catch up” in English before being allowed to engage in academic discourse.

A model that meets students where they are
The FP’s three-stage structure personalises learning according to each student’s linguistic and cognitive abilities. Far from diluting content, this scaffolded approach ensures students receive instruction that is both rigorous and accessible. This echoes psychologist Vygotsky’s theory of the Zone of Proximal Development (ZPD), which holds that learning is most effective when instruction is pitched just beyond a learner’s current level, but within reach with appropriate support.

Differentiated instruction is what sets the programme apart. CIS uses adaptive learning technologies in mathematics and reading to ensure that students work with materials that reflect their current skill level while challenging them to grow. In other subjects, teachers support students in progressing from structured language practice to more expressive, content-rich tasks, enabling learners at all proficiency levels to demonstrate their understanding effectively.

Outcomes that matter
Over the past four years, more than 98% of FP students have successfully transitioned into the PYP or MYP. Even more telling, over half of all students complete the programme after just one semester. These are remarkable outcomes, especially considering the diversity of linguistic and academic backgrounds students bring with them.

Standardised assessments such as WIDA show that FP students gain an average of 1.5 years of academic English development in a single school year. More importantly, they begin to see themselves as thinkers, contributors, and learners. This shift is what educational theorist Carol Dweck calls the development of a growth mindset which is key to long-term academic success. 

But how is a student’s readiness to transition into the mainstream programme determined? It isn’t based on a single test score. Instead, teachers collect a holistic body of evidence, including curated portfolios of student work, reflections aligned with the IB’s Approaches to Learning (ATL), and formal and informal assessments of academic and social development. This multifaceted evaluation model provides a clear picture of each student’s academic and linguistic growth while also nurturing self-awareness and learner agency. 

Inclusion by Design
CIS recognises that students arrive with diverse needs. Support is not siloed or stigmatised; it is integrated into everyday classroom life. Whether a learner is facing linguistic or academic challenges, the FP is built to respond. Learning support teams and instructional assistants work collaboratively with FP teachers to personalise strategies, provide targeted interventions, and help students build the confidence and independence needed to succeed. 

Parental engagement plays an integral role in a child’s development. Families are partners in their child’s learning journey through consistent communication, co-created goals, and shared strategies for support. As educator and academic John Hattie’s meta-analyses of learning impacts suggest, such home-school partnerships are among the most powerful influences on student achievement.

Preparing students for an interconnected world
As the international education sector evolves in the face of demographic shifts and moves toward equity, inclusion, and culturally responsive pedagogy, models like the Foundation Programme at CIS show that when designed with care, linguistic diversity can serve as a valuable resource rather than a limitation.

If we are serious about preparing students for a global, interconnected world, we must also be serious about dismantling the linguistic hierarchies that limit who gets to learn, lead, and succeed. By redefining readiness, making space for inclusion, the Foundation Programme offers more than just a successful academic pathway into the IB programme.