This study evaluates the effectiveness of bilingual verbal and written instructions for EAL (English as Additional Language) students in international schools. The EAL students often face challenges in understanding the subjects taught in English, their grades tend to be low, and their grades do not represent their true potential. By employing bilingual instructional methods, this research aims to bridge the linguistic gap and improve educational outcomes. A questionnaire was administered to Years 8 and 9 Computer Science classes that specialized for EAL students. The findings reveal that bilingual instructions are essential for EAL students to effectively learn in the classroom. Additionally, bilingual written instructions were found to be preferable to verbal instructions, as they provide a clearer understanding of the material. Even the questionnaire for the EAL students has to be written in Bilingual writing. Furthermore, bilingual instructions are useful for learning the subject matter, as they are primarily designed to facilitate understanding of the subject itself rather than to teach the English language. Fewer students believe that bilingual instructions for learning a subject offer the additional advantage of improving their English language skills.