International Literacy and Academic English Program

Date: 2025-11-03

Global Schools Alliance

I. Program Overview

This program is designed for elementary students in English-speaking countries as well as primary and lower-secondary students in non-English-speaking regions, aiming to build English academic competence aligned with international standards.

Guided by the philosophy of “reading as the core, thinking as the driver, and language as the medium,” the program provides a systematic and scientific learning pathway that enables students to acquire authentic, transferable language proficiency and academic literacy. It lays a solid foundation for future academic advancement and lifelong development.

The program seeks to cultivate learners who can think critically, express themselves logically, and communicate across cultures in English—empowering them to thrive academically in a global context.

Program Features:

· Reading and writing as the central focus

· Designed based on second language acquisition theory and language development principles

· Integration of AI-powered personalized learning with professional planner guidance

· Aligned with international language and testing frameworks (Lexile, CEFR, KET, PET, FCE, TOEFL Junior, etc.)

II. Curriculum Structure

Stage	Name	STAR Reading	Age / Grade	Competence Goals	Learning Features
Stage 1	Reading Foundations	BR–1.0	Ages 5–7 (Kindergarten–Grade 1)	Develop phonemic awareness, phonics decoding, high-frequency word recognition, and basic reading comprehension	Songs, picture books, animations, phonics, leveled reading, and basic handwriting
Stage 2	Fiction Reading & High-Frequency Writing	1.0–1.9	Grades 1–2	Understand and use question words; develop structural awareness of simple sentences and the ability to form complete statements	Introductory fiction reading, high-frequency word writing, and basic reading strategies
Stage 3	Academic Reading & Writing I	2.0–2.9	Grades 3–4	Build academic reading comprehension and sentence-group writing skills	Thematic academic reading, academic vocabulary building, contextual writing practice
Stage 4	Academic Reading & Writing II	3.0–3.9	Grades 4–5	Strengthen thematic reading comprehension and paragraph writing	Thematic reading with academic focus, strategy training, and paragraph structure writing
Stage 5	Academic Reading & Writing III	4.0–4.9	Grades 5–6	Develop discourse-level reading comprehension and essay writing skills	Academic reading, vocabulary expansion, discourse organization, and thematic composition
Stage 6	Academic Reading & Writing IV	5.0–5.9	Grade 6–Junior High	Master analysis of literary and informational texts and genre-based writing	Reading of literary and nonfiction texts, genre study, and creative academic writing

III. Core Modules

Module	Core Content	Learning Objectives
1. Picture Book Activities	Classic English picture books and extended learning tasks	Develop listening comprehension, visual literacy, vocabulary accumulation, and pronunciation awareness
2. English Song Course	Children’s English songs and rhythm-based learning	Build phonological awareness, enhance listening vocabulary, and develop natural rhythm and intonation
3. Animation-Based Listening & Speaking	Intensive listening and oral expression through original English animations	Develop listening comprehension and authentic oral communication skills
4. Guided Leveled Reading	Structured leveled reading and monitoring	Build reading fluency, comprehension depth, and vocabulary through extensive reading
5. Intensive Reading	Integration of fiction and nonfiction texts	Strengthen language application, analytical reading, and critical thinking
6. Writing Framework	Structured writing progression from sentence ? paragraph ? essay	Develop academic expression, logical reasoning, and writing conventions
7. Assessment & Reflection	STAR Reading, PM Benchmark, writing and speaking evaluation	Align with international standards to form a complete learning portfolio and competency profile

IV. Pedagogical Philosophy

The Global Schools Alliance’s literacy and academic English curriculum is built upon internationally recognized language acquisition and education principles, emphasizing authentic communication, academic competence, and global awareness.

1. Balanced Input and Output
Based on Krashen’s Input Hypothesis, the program emphasizes extensive comprehensible input (listening and reading) followed by structured output (speaking and writing). This balance ensures learners internalize the language naturally and apply it effectively in both academic and real-world contexts.

2. Reading–Writing Connection
Each reading module is paired with writing tasks—such as character journals, opinion paragraphs, or thematic essays—to create a complete learning cycle of input ? output.

3. Integration of Fiction and Nonfiction

o Fiction reading cultivates imagination, empathy, and narrative comprehension.

o Nonfiction reading builds academic thinking, logical reasoning, and knowledge across disciplines, helping students connect language learning with real-world understanding.

4. CLIL Approach (Content and Language Integrated Learning)
The program adopts the CLIL framework to integrate subject knowledge and language learning.

o Students learn language through content, not just about language.

o Topics are drawn from science, social studies, culture, and literature, enabling learners to acquire academic vocabulary, conceptual understanding, and language functions simultaneously.

o This approach strengthens students’ ability to think, analyze, and express ideas in English within authentic disciplinary contexts.

5. Reading Strategy Instruction
The curriculum explicitly trains 16 internationally recognized reading strategies—such as identifying the main idea, analyzing details, inferring, predicting, summarizing, and evaluating author’s purpose—to develop strategic and independent readers.

6. Personalized & Data-Driven Learning
An AI-powered system continuously tracks students’ listening, reading, and writing data. Learning planners analyze results, provide professional feedback, and tailor individualized study paths to ensure sustained progress, measurable outcomes, and visible growth.

V. Implementation Framework

Role	Responsibility
Students	Independent learners: complete daily listening, reading, speaking, and writing tasks; participate in presentation activities.
Learning Planners	Design individualized learning plans, monitor data and stage evaluations, and communicate progress with parents.
Teachers	Deliver instruction, guide practice, and manage the learning process.
Schools / Learning Centers	Organize reading and writing courses and showcase activities, provide offline support, and maintain parent communication.
Global Schools Alliance Headquarters	Provide curriculum packages, professional development, and implementation support.

VI. Program Advantages

1. International Benchmark Alignment — Fully aligned with CEFR and Lexile frameworks; globally recognized outcomes.

2. Professional Planner Support — Comprehensive system for data analysis, goal setting, and home-school communication.

3. Authentic Global Resources — Utilizes original English materials and multimedia resources for natural language acquisition.

4. Academic Orientation and Core Literacy Integration — Combines language proficiency with disciplinary thinking and cultural awareness.

5. Scalable Global Model — Adaptable for international schools, bilingual schools, local schools, and educational institutions worldwide.

International Literacy and Academic English Program

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