English Language Support Teacher

About the Role

Winfield School in Koh Samui is seeking a dedicated, patient, and highly flexible English Language Support (ELS) Teacher to help launch and develop its newly established independent language programme. This initiative is designed to support beginner-level English learners at Pre-A1 level of the CEFR and help them access the Cambridge curriculum. The role focuses on language acquisition and curriculum access, helping students develop the foundational literacy and functional communication skills needed to participate confidently in everyday school life.

Key Responsibilities

• Programme Development: Actively support and help drive the new ELS initiative forward, collaborating with school leadership to develop a strong and effective independent language programme.
• Targeted Instruction: Design and deliver engaging, highly accessible lessons tailored specifically to learners at Pre-A1 level of the CEFR.
• Foundational Literacy: Teach basic reading and writing skills from the ground up, ensuring students develop the confidence and skills needed to transition into standard curriculum pathways.
• Functional Language Acquisition: Equip students with practical, everyday vocabulary and language structures needed for social inclusion and participation in the wider school community.
• Curriculum Access: Scaffold and adapt learning materials to bridge the gap between early language acquisition and the demands of the Cambridge curriculum.

The Ideal Candidate

• Specialised Experience: Proven experience working with early-stage English language learners, particularly those at Pre-A1 level of the CEFR.
• Background: Experience in Key Stage 1 (KS1), EFL (English as a Foreign Language), ESL (English as a Second Language), or EAL (English as an Additional Language) environments.
• Personality and Approach: Exceptionally patient, highly dedicated, and adaptable. The successful candidate should be comfortable navigating the challenges of a brand-new initiative and adjusting teaching strategies as the programme develops.
• Inclusive Mindset: A strong commitment to inclusive education and a passion for providing non-native English speakers with the functional language skills they need to thrive in an English-speaking academic environment.

Advantageous but Not Required

• Behaviour Management Experience: Experience in behaviour management is advantageous but not essential. We recognise that many of the challenges faced by these students stem primarily from language-access barriers rather than behavioural challenges. The core focus of this role remains firmly rooted in language development, inclusion, and curriculum access.