If schools are to take on this challenge, of supporting the whole learner, how can they proceed? The answer is simple, yet complex. Embracing the culture and worldview of all students means also embracing their languages, and the critical role that schools play in helping or hindering bilingual development, as opposed to English-language development. For every non-English speaking child who walks into an English-language international school, a bilingual child should walk out. Is this the whole truth? In fact, as research on the nature and interaction of learning and language grows, we can see the inherent flaw in this approach. Underpinning this belief is the implicit assumption that the school is responsible for teaching non-English speaking children to speak English, and to succeed in English-language education. More information here.Ī role of many international schools is to provide an English-language education for international students from a variety of backgrounds. International school leaders and teachers interested in learning the latest research and gaining practical advice on effective language development in international schools are encouraged to attend. By Eowyn Crisfield, head of Academic Development for LanguageOneĮowyn Crisfield, an expert on bilingualism in international schools, will lead a workshop at the upcoming CIS Symposia on Intercultural Learning in Amsterdam (9 & 10 March 2017) and Singapore (23 & 24 March 2017).
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