EAL Class Teacher (Primary)

Taylor's Education Group; Subang Jaya; On-site; MYR 54,000 - 90,000; Full time

Job summary

Taylor’s International School, Puchong is seeking a Primary Class Teacher (EAL Focus) to deliver high-quality lessons to a diverse group of primary students, including those new to English. The role integrates language development across the curriculum and requires reflective practice, initiative, and active contribution to school life.

The successful candidate will support multilingual learners using evidence-based EAL strategies, plan inclusive lessons, assess progress, and collaborate with

Qualifications

• Bachelor's degree in Education or a relevant subject.
• Qualified teacher with PGCE, QTS or equivalent.
• Experience in primary classrooms with multilingual learners.
• Knowledge of second language acquisition and CALP/BICS.

Responsibilities

• Plan, prepare and deliver engaging lessons across the primary curriculum.
• Differentiate instruction to meet diverse English proficiency levels.
• Embed language development across all subjects.
• Assess student progress and provide actionable feedback.
• Maintain high standards of safeguarding and wellbeing.
• Contribute to whole school life and extracurriculars.

Skills

Second language acquisition

Translanguaging

Differentiation

Assessment for learning

Classroom management

Communication

Education

Bachelor’s Degree in Education or a relevant subject

Recognised teaching qualification (PGCE, QTS or equivalent)

Job description

Taylor’s International School, Puchong
Job Type: Full-Time
Start Date: January 2027
Reporting To: Year Leader, EAL Leads & Head of Primary

About the Role

The Primary Class Teacher (EAL Focus) is responsible for delivering high quality teaching and learning to a class of primary aged students, including those who are new to English or at the early stages of language acquisition. This is a full class teacher role, with responsibility for delivering a broad and balanced curriculum across subjects, not a standalone English or language support position.

The teacher will ensure strong academic progress, excellent pastoral care and a positive classroom environment while embedding language development across all areas of learning. The role requires a reflective practitioner who takes initiative, contributes to whole school life and actively seeks opportunities to enrich students’ learning experiences both inside and outside the classroom.

The successful candidate will demonstrate strong expertise in supporting multilingual and EAL learners within a mainstream classroom, recognising language development as integral to all teaching rather than a separate subject.

The role requires a secure understanding of second language acquisition and multilingual development, including how learners progress from early communication (BICS) to academic language proficiency (CALP), and the ability to apply this knowledge in classroom practice.

Key Responsibilities

Teaching and Learning

Plan, prepare and deliver engaging, well structured and high quality lessons across the primary curriculum

Take full responsibility for a class as a class teacher, including academic progress, behaviour and pastoral care

Differentiate learning effectively to meet the needs of all students, including those with little to no English, SEN and high achieving learners

Embed language development within all subjects, ensuring students can access content while developing English proficiency

Use a range of EAL and multilingual strategies such as modelling, scaffolding, visual supports, structured talk and guided interaction

Apply knowledge of second language acquisition to plan lessons that provide comprehensible input, structured opportunities for output, and progression from supported to independent language use

Set clear learning objectives and success criteria for both content and language development

Use a range of assessment strategies to monitor academic progress and language acquisition

Provide timely, meaningful and constructive feedback to support student progress

Maintain consistently high expectations of behaviour, effort, achievement and participation

Foster student agency, independence, confidence and a love of learning

Integrate digital learning and innovative teaching practices where appropriate

Curriculum and Assessment

Deliver the primary curriculum effectively, ensuring breadth, balance and progression

Plan lessons that are linguistically inclusive and accessible to students at varying levels of English proficiency

Maintain accurate and up to date records of student attainment, progress and language development

Use assessment data to inform planning, intervention and personalised learning

Prepare high quality reports that reflect both academic progress and language acquisition

Contribute to curriculum development, innovation and enrichment opportunities

Support internal and external assessment processes where applicable

Pastoral Care and Safeguarding

Create a safe, inclusive, supportive and nurturing classroom environment where linguistic and cultural diversity is valued

Promote student wellbeing, resilience and positive relationships

Support the social and emotional integration of students new to English

Actively safeguard and promote the welfare of all students in accordance with school policies

Identify and support students who require additional academic, language, social or emotional support

Work closely with pastoral leaders, EAL specialists, SEN and safeguarding teams where necessary

Classroom Environment and Organisation

Establish clear routines, expectations and structures that support effective learning

Create a stimulating, organised and language rich classroom environment

Use visual supports, modelling and structured talk to aid comprehension and language development

Manage classroom resources effectively and responsibly

Promote student independence, responsibility and ownership of learning

Wider Contribution and School Community Engagement

Demonstrate a proactive and enthusiastic commitment to the wider life of the school beyond the classroom

Contribute willingly to school events, performances, trips, competitions, assemblies and community initiatives

Support and lead extracurricular activities, clubs or enrichment opportunities that enhance the student experience

Take initiative in creating meaningful learning opportunities, projects and experiences without the need for direct instruction

Actively engage in whole school celebrations, cultural events and community programmes

Contribute to an inclusive school culture that celebrates linguistic and cultural diversity

Collaborate with colleagues to support cross curricular learning and whole school priorities

Model professionalism, positivity and a genuine commitment to the school’s ethos and community

Communication and Collaboration

Build positive, professional and respectful relationships with parents and guardians

Communicate regularly and effectively with families regarding student progress, wellbeing and learning

Communicate sensitively with families from diverse linguistic and cultural backgrounds

Work collaboratively with colleagues, teaching assistants, EAL specialists and specialist teachers

Participate actively in staff meetings, professional learning and school initiatives

Contribute positively to a collaborative and high performing staff culture

Professional Responsibilities

Demonstrate initiative, ownership and a willingness to contribute meaningfully to the wider school community rather than a solely classroom focused role

Engage in continuous professional development, particularly in inclusive and multilingual teaching practices

Uphold the school’s ethos, values and professional standards at all times

Follow all school policies, procedures and safeguarding expectations

Contribute to school improvement priorities and strategic initiatives

Undertake additional duties as reasonably assigned by the Head of Primary or Senior Leadership Team

Engage in ongoing professional development related to multilingualism, translanguaging, and second language acquisition, and apply this to classroom practice

Person Specification

Qualifications

Bachelor’s Degree in Education or a relevant subject

Recognised teaching qualification (PGCE, QTS or equivalent)

Experience

Proven experience as a class or homeroom teacher in a primary school setting

Strong experience teaching students with little to no English within a mainstream classroom

Experience applying principles of second language acquisition to support learners at different stages of English proficiency

Experience working in linguistically diverse or multilingual school contexts (highly desirable)

Experience planning and delivering a full curriculum, not solely language instruction

Experience using EAL and multilingual strategies to support access to learning

Experience using assessment data to inform teaching and improve student outcomes

Experience contributing to enrichment, extracurricular activities or wider school initiatives is highly desirable

Skills and Competencies

Strong classroom management and organisational skills

Strong understanding of second language acquisition, including stages of language development, the distinction between social and academic language (BICS/CALP), and implications for classroom practice

Ability to use students’ home languages as a resource for learning (translanguaging) to support access and progress

Ability to integrate language development across all subject areas

Ability to scaffold both content and language effectively for diverse learners

Excellent communication and interpersonal skills

Ability to inspire, motivate and challenge young learners

Strong planning, assessment and reflective teaching practice

Commitment to inclusive education, language development and student wellbeing

Ability to work collaboratively and contribute positively to a team environment

Personal Attributes

Passionate about primary education and child development

Proactive, reflective and solutions focused practitioner

Demonstrates initiative and a willingness to go above and beyond for students

Strong sense of professional responsibility and accountability

Culturally aware, adaptable and internationally minded

Committed to contributing actively to the wider life and community of the school

Values and embraces linguistic diversity within the classroom

Recognises multilingualism as an asset and actively promotes inclusive, language-rich learning environments

Safeguarding Statement

The school is committed to safeguarding and promoting the welfare of children and young people. All staff are expected to share this commitment. The successful candidate will be subject to appropriate background checks and safeguarding screening.

TAYLOR'S EDUCATION GROUP is one of the largest private education groups in Malaysia, with over 22,000 students. With an unsurpassed track record built up over the last six decades, Taylor’s has earned a reputation as the leading private educational provider in Malaysia and offers a wide breadth of education, from pre-school to postgraduate courses.

We have also received a number of people’s choice awards over the last decade, as well as numerous recognitions from professional bodies around the world.

Our core purpose is to educate the youth of the world to take their productive place as leaders in the global community.

TAYLOR'S EDUCATION GROUP is one of the largest private education groups in Malaysia, with over 22,000 students. With an unsurpassed track record built up over the last six decades, Taylor’s has earned a reputation as the leading private educational provider in Malaysia and offers a wide breadth of education, from pre-school to postgraduate courses.

We have also received a number of people’s choice awards over the last decade, as well as numerous recognitions from professional bodies around the world.

Our core purpose is to educate the youth of the world to take their productive place as leaders in the global community.