Malaysia has become an increasingly popular choice for international families—and it’s not hard to see why. With its rich cultural diversity and strong international school landscape, it offers children the opportunity to grow in a truly global setting. One of its key advantages is language. As a multilingual country where English is widely used alongside Malay and Mandarin, children are naturally exposed to English in both everyday life and school environments. For students entering an international school, especially one following the British curriculum, English plays a central role in learning. From reading and writing to understanding concepts across subjects, a strong foundation in English is essential for children to fully access the curriculum and participate confidently in lessons. At Tenby Schools Setia Eco Park, we understand that every child starts from a different point. Through our EAL (English as an Additional Language) and NEP (New to English Programme), we provide the support students need to build their English proficiency step by step—helping them grow in confidence, feel included, and thrive in their learning journey. What is the Difference Between EAL & NEP? At Tenby Schools Setia Eco Park, we recognise that children learning English have different needs depending on their starting point. That’s why we offer both EAL (English as an Additional Language) and NEP (New to English Programme), each designed to provide the right level of support at the right time. NEP (New to English Programme) is designed for students who are completely new to English or have very limited exposure. At this stage, students spend most of their time in a dedicated NEP class, where they focus on building strong foundations in the language—such as basic vocabulary, sentence structures, and everyday communication skills. At the same time, students are given opportunities to integrate with their peers in selected lessons such as Physical Education, Mathematics, Art, and Future Skills (for Secondary students). These sessions allow them to practise English in real-life classroom settings, helping them build confidence, form friendships, and gradually adapt to a full English-speaking learning environment. EAL (English as an Additional Language), on the other hand, supports students who already have some understanding of English but need further development to fully access the curriculum. At this stage, the focus shifts to enhancing their English while keeping pace with the demands of the mainstream curriculum. Students spend the majority of their time in mainstream lessons alongside their peers, allowing them to learn within the full classroom experience. At the same time, they receive targeted EAL support during selected periods—such as Foreign Languages, History, or Geography—where they are withdrawn for focused sessions to further develop their reading, writing, speaking, and comprehension skills. This balance ensures that students continue to progress academically, while receiving the additional language support they need to participate more confidently across all subjects. What makes our approach effective is the flexibility between both programmes. As students grow in confidence and ability, they are gradually supported in transitioning from NEP to EAL, and eventually to full participation in mainstream lessons. This ensures that every child is supported at their own pace—building not just language skills, but the confidence to learn, communicate, and succeed. Parent Pain Point: “How quickly will my child improve?” Every child learns at a different pace, and progress in language development is influenced not just by the school environment, but also by the support children receive at home. As a general guide, students in the NEP (New to English Programme) typically spend around 1 to 3 months building their foundational English skills before transitioning into EAL. From there, students in EAL (English as an Additional Language) may require 1 to 3 years of continued support before they are ready to fully access the curriculum independently. However, these timelines can vary. A child’s progress depends on their individual ability, confidence, and the level of exposure they have to English beyond the classroom. Simple, consistent support at home can make a meaningful difference. Encouraging your child to read, listen to, or watch English content, and using English in everyday conversations, helps reinforce what they learn in school. Language develops through regular use—and the more opportunities children have to practise, the more confident and fluent they become. At Tenby, we work closely with families to support this journey, ensuring each child is given the time, guidance, and encouragement they need to grow with confidence. What Makes Our EAL & NEP Programme Unique At Tenby Schools Setia Eco Park, our approach to English language support is shaped by both expertise and intention—ensuring that every child is not only learning English, but using it with confidence in meaningful ways. A key strength of our programme is our experienced and dedicated EAL team. In Primary, our NEP classes are led by Dr Denise Evans, who holds a Doctorate in Global Training and Development, along with qualifications in English Language and Elementary Education. With over 13 years of teaching experience, she brings both depth of knowledge and a strong understanding of how children acquire language. In Secondary, our EAL provision is guided by Ms Susan Dodd, our EAL Lead, who brings 14 years of teaching experience, alongside a Master’s in Social Policy and a Bachelor’s degree in English. Together, they have carefully designed and refined our EAL and NEP programmes to ensure that learning is both structured and effective. What also sets our approach apart is how we connect language learning directly to the mainstream curriculum. During EAL sessions, students work with content that closely aligns with what their peers are learning in class. This means that when they return to mainstream lessons, they are already familiar with key concepts and vocabulary. As a result, students are able to participate more confidently in class discussions, engage with their peers, and feel a strong sense of belonging—never left behind, but supported to move forward. We are proud to see many of our students gradually transition out of NEP and EAL support, growing into confident, independent learners who are fully equipped to thrive in an English-speaking academic environment. Hear from our students themselves Watch how they began their journey with little or no English, and how, with the right support, they have grown in confidence—now learning, communicating, and succeeding alongside their peers. As one parent shared, “In just one term of EAL, we saw a huge improvement. My child joined Tenby in Early Years and is now in Primary. He used to find it difficult to communicate in English and was quite reserved. Since joining EAL, he has become much more confident—he’s now willing to speak in English and is using a much wider range of vocabulary.” From Tenby to Global Universities Our support does not stop at language proficiency—it opens doors to future opportunities. Many of our students who began their journey in NEP or EAL have gone on to successfully complete IGCSEs and A-Levels, progressing to universities around the world. Today, our graduates are pursuing their studies in countries such as the UK, Australia, the United States, and New Zealand. Some also choose to return to their home countries, where they gain entry into top universities, equipped with the confidence and academic skills developed during their time at Tenby. Supported by our dedicated Future Pathways team, we are proud to share that our students achieve 100% acceptance into universities that are the right fit for their chosen pathways—ensuring each child moves forward with clarity, purpose, and direction. With strong English foundations and growing confidence, they are able to navigate academic demands, participate in wider opportunities, and take the next step into higher education with confidence. At Tenby, we don’t just support students to learn English—we support them in building the confidence and capability to succeed, wherever their journey takes them. Questions Parents Often Ask Q: How do you assess my child’s English level before placement? A: Our assessment process differs slightly between Primary and Secondary to ensure we get an accurate understanding of each child’s needs. For Primary students, our EAL team conducts an in-person assessment during the first week of school. This allows us to observe your child in a real learning environment and determine the level of support they require. For Secondary students, we use established assessments such as IDAT and CAT4 before they join the school. These help us understand both their English proficiency and overall learning profile, so we can place them appropriately and provide the right support from the start. Q: Can my child move between NEP and EAL as they improve? A: Yes. Our programme is designed to be flexible. As your child builds confidence and develops their language skills, they are gradually supported to transition from NEP to EAL, and eventually into full mainstream learning. Progress is regularly monitored to ensure the transition happens at the right time. Q: How will I know if my child is making progress? A: We keep parents regularly informed through updates, feedback, and ongoing conversations with our teachers. You’ll be able to see your child’s progress not just in their language ability, but also in their confidence, participation, and overall engagement in learning. We also host dedicated EAL parent events, where you can see firsthand the kind of learning taking place in school and how your child is developing. In addition, we offer adult English classes for parents—creating a supportive environment where families can grow together and better support their child’s learning journey. Q: Is it harder for older children to learn English compared to younger ones? A: While younger children may pick up language more naturally, older students often face a different set of challenges. They are not only adapting to a new language, but also expected to keep up with subject content. This can create an academic gap if their English is still developing, which may make the transition feel more demanding or stressful. With structured support, clear guidance, and consistent practice, students are able to make steady progress and adapt to an English-speaking academic environment. That said, starting earlier often allows for a smoother transition, as children have more time to build both language confidence and academic understanding gradually. Conclusion: More Than Language—A Foundation for Success At Tenby Schools Setia Eco Park, learning English is not just about language—it’s about helping every child feel confident, included, and ready to learn. Whether a child is just beginning their English journey or building on existing skills, our EAL and NEP programmes provide the right support at the right time. Through a structured yet flexible approach, students are guided step by step—gaining the confidence to communicate, participate, and succeed in the classroom and beyond. With the support of experienced teachers, a welcoming community, and opportunities to grow both academically and personally, students don’t just adapt to an English-speaking environment—they thrive in it. And over time, that confidence opens doors to future opportunities, helping each child move forward with clarity, purpose, and a strong sense of direction. New to Malaysia or considering an international school? Speak with our Admissions team to learn how we support your child’s transition into an English-speaking environment.
