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Japan, Nagoya
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English is the primary language of instruction. All NIS teachers are language teachers, and the EAL team supports students in English language acquisition. Primary language support (Grades 1-5) uses the TEMSC model, with phonics and guided reading interventions and unit-based language goals. Secondary language support (Grades 6-12) offers EAL in English-language courses (Language Acquisition) and an Intensive EAL program focusing on subject-specific vocabulary and reading/writing, with progress tracked in a Provision Plan. Japanese language study is embedded through differentiated courses: Elementary JNL/JFL levels, and Language A/B plus Language Ab Initio in secondary, as part of the IB framework.
Nagoya International School does not offer a formal immersion program for core subjects. English is the language of instruction across the IB framework (PYP, MYP, DP). Japanese is taught through a structured language program that runs from the Early Learning Center through High School, with elementary levels JNL (Japanese as a Native Language), JFL 1 and JFL 2, and later Language A and Language B courses plus Language Ab Initio in secondary years. The approach emphasizes dual language acquisition and intercultural understanding, with Japanese language development differentiated by age and grade.
Nagoya International School (NIS) is an international day school in Nagoya, Japan, established in 1964. It offers the International Baccalaureate Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). The campus includes specialist learning areas such as a design lab, science labs, and dedicated rooms for mathematics, music and art, alongside a sports field and playground. For transportation, students may use several school bus routes (subject to availability), including a shuttle that runs between NIS and JR Kozoji Station, which can support after-school participation and commuting by train. NIS is located in Moriyama-ku, Nagoya, and serves students from preschool through Grade 12.
