The English Island International Student Program is CEA-accredited, meeting the highest standards for English language education. Below you will find some information and links to more detailed information about our program. Please contact us if you have any questions.

  • Terms start every six weeks.
  • Graduation is achieved upon completion of our highest level.
  • Curriculum includes 9-12 hours per week of general English classes and 2-3 three-hour specialty classes per week.
  • One-on-one academic counseling provided
  • Small classes and personal attention
  • Monthly student activities


In order to enroll in our 18-hour per week international student program, a student must be age 18 or older and have graduated high school diploma in his/her country.

Students must be literate in their own languages and have the financial capability to undertake our program.


All of our classes align with the National Reporting Standards. The chart below gives a summary of our current classes and how they correspond to these standards.

Beginning Literacy
Level 1A, 1BBL Vocabulary 1, BL Vocabulary 2Phonics 1, Phonics 2, Phonics 3,
BL Reading A,
BL Reading B
A1 - A2
Low Beginning
Level 2A, 2BVocabulary and Speaking Low Beginning A,
Vocabulary and Speaking Low Beginning B
Reading & Vocabulary Intro A,
Reading & Vocabulary Intro B
Grammar 1, Grammar 2
High Beginning
Level 3A, 3BVocabulary and Speaking High Beginning A,
Vocabulary and Speaking High Beginning B
Reading & Vocabulary 1A,
Reading & Vocabulary 1B
Grammar 3, Grammar 4
Low Intermediate
Level 4A, 4BPronunciation 1, Pronunciation 2Conversation Low Intermediate B1-A,
Conversation Low Intermediate B1-B
Reading & Vocabulary 2A, Reading & Vocabulary 2BGrammar 5, Grammar 6
High Intermediate
Level 5A, 5BPronunciation 3Conversation High Intermediate B1-A,
Conversation High Intermediate B1-B
Reading & Vocabulary 2A, Reading & Vocabulary 2BGrammar 7, Grammar 8
Level 6A, 6BPhrasal Verbs B2-A,
Phrasal Verbs B2-B
Reading & Vocabulary 3A,
Reading & Vocabulary 3B
Grammar 9, Grammar 10
C1Level 7A, 7B Academic Vocabulary I,
Academic Vocabulary II,
Phrasal Verbs C1-A,
Phrasal Verbs C1-B
Reading & Vocabulary 4A,
Reading & Vocabulary 4B
Grammar 11, Grammar 12, Grammar 13
C2Level 8A, 8BIdioms I,
Idioms II,
Collocations I, Collocations II

Attendance Policy

All ESL students must be in class every day on time. Attendance in all classes is required. Students must have a minimum of 80% attendance each term.

Grading Policy

The English Island uses the US system of grades A (100 percent) through F (69 percent or below.) To remain in good standing, students must maintain a 75 percent weighted average in their classes at all times.


Students who complete the highest level at the school (level 8) in our 18-hour program, have an average grade of 75 or higher, and have an attendance percentage of 80 percent or higher are eligible to graduate.

Student Achievement Scale (Can-Do Statements)

Below is a list of our levels and the basic things students at each level can do when they complete the level.

A1 Beginning Literacy

  • Speaking: Learners can determine a purpose for communication and respond using limited spoken English to routine questions in familiar situations.
  • Listening: Learners can determine a purpose for listening and can understand some frequently used key words in familiar contexts when spoken slowly and with repetition.
  • Reading: Learners can determine a purpose for reading and can read numbers, letters, and some common sight words. Learners can comprehend phrases and some simple sentences with familiar vocabulary with pre-reading assistance.
  • Writing: Learners can determine a purpose for writing and can print numbers, letters, and basic sight words related to personal information and other familiar contexts.

A2 Low Beginning

  • Speaking: Learners have the ability to organize and produce spoken language in routine and familiar situations with some control of grammar and intonation.
  • Listening: Learners can monitor comprehension, clarify purpose for communication and can understand simple phrases and sentences in context when spoken slowly with some repetition.
  • Reading: Learners can determine the purpose for reading by using pre-reading strategies, read common sight words, and understand sentence level reading. Learners can comprehend simple sentence level discourse with familiar vocabulary and frequent re-reading.
  • Writing: Learners can determine a purpose for writing, can write a simple sentences using familiar words and phrases to describe familiar objects, events, and experiences using simple punctuation, and can demonstrate some control of basic grammar and spelling.

A2 High Beginning

  • Speaking: Learners can organize information and ask simple questions related to survival needs and simple social interchanges with some control of basic grammar, intonation and pace.
  • Listening: Learners can listen actively, monitor comprehension of simple conversations with support of repetitions and slow rate of speech and use appropriate listening strategies.
  • Reading: Learners can use reading strategies that include previewing, viewing, and predicting and can read material in familiar contexts when vocabulary is controlled.
  • Writing: Learners can produce simple written texts, notes, or messages that are organized and present information to serve the purpose/context, can use complete sentences with basic grammar structures (present and past tense), and can use correct punctuation.

B1 Low Intermediate

  • Speaking: Learners can express basic needs and can engage in social conversations in an organized way to address the reason for communicating and use some strategies to monitor the conversation. Conversations can include limited descriptions, concrete terms, and more complex grammar structures (passive voice, conditional).
  • Listening: Learners can monitor comprehension, use listening strategies when participating in a conversation or completing a simple task and can understand learned and new phrases in familiar context.
  • Reading: Learners can use reading strategies and context clues to comprehend and analyze clearly organized texts and can reflect on the meaning of the text and combine new knowledge with prior knowledge.
  • Writing: Learners can organize, convey, and revise ideas in simple paragraphs in familiar contexts with control of basic grammar structures, spelling and punctuation.

B1 High Intermediate

  • Speaking: Learners can organize thoughts, provide information, and monitor communication in a conversation on a variety of day to-day subjects with firm control of basic grammar, and are able to express thoughts creatively.
  • Listening: Learners can comprehend conversations on day-to-day subjects that are supported by repeating, restating, and adjusting rate of speech and can incorporate information from listening with prior knowledge.
  • Reading: Learners can read narrative prose and descriptive essays if the topic or context is familiar and analyze the meaning or purpose. Learners can use appropriate reading strategies, context clues and inference skills with familiar materials.
  • Writing: Learners can produce and edit well-developed descriptive and narrative paragraphs using basic punctuation and basic and complex grammar structures.

B2 Advanced

  • Speaking: Learners can organize thoughts and converse clearly on a variety of subjects using basic grammar, appropriate word choice, register, and pace and are able to express thoughts clearly and creatively using appropriate monitoring strategies.
  • Listening: Learners can comprehend conversations on a variety of subjects using monitoring strategies and incorporating new knowledge with prior knowledge.
  • Reading: Learners can read, comprehend, and analyze narrative prose and descriptive essays applying appropriate reading strategies, comprehension strategies and prior knowledge.
  • Writing: Learners can produce well-developed descriptive and narrative essays that include the mastery of punctuation and grammar structures and can edit and revise to improve communication.

C1 Advanced

  • Speaking: Learners can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics. Learner demonstrates a good command of a broad lexical repertoire including use of idiomatic expressions as well as joking and allusive language.
  • Listening: Learners can follow extended speech even when it is not clearly structured and when relationships are only implied. Learners can also recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.
  • Reading: Learners can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of specialty, provided he/she can reread difficult sections.
  • Writing: Learners can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion.

C2 Advanced

  • Speaking: Learners demonstrate a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Learners can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices.
  • Listening: Learners can follow specialized lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology. Learners can understand almost any kind of spoken language with little difficulty, whether live or broadcast, delivered at fast native speed.
  • Reading: Learners can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning. Learners can understand and interpret structurally complex or highly colloquial literary and non-literary writings.
  • Writing: Learners can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points. Learners can produce clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works.


What Our Students Say About Us

I love this school! I’m learning so much! I always had difficulty learning English. But I can't believe I'm doing it! And Billy, is very nice!
El año pasado me mude a Georgia y The English Island me ayudó bastante en improvisar mi inglés, recomiendo ampliamente la escuela, el ambiente, las instalaciones, los maestros son realmente increíbles!!
Sem palavras para definir a school The English Island, excelentes profissionais, atenciosos e dedicados!
The English Island is a great English school and I learned to much there!
Bom dia. Escola muito boa. Professores capacitados. Estudo atualmente na mesma, e estou evoluindo bastante. Sempre indico e recomendo. Beijos
I recommend this school to everyone. I had the experience with only one teacher (Jaylan) and he really wants us to learn and is dedicated to it.
I'm in my second month and I recommend it to everyone.