Second language learners in international schools / Maurice Carder ; with Patricia Mertin and Sarah Porter.

Format:

Book

Author/Creator:

Carder, Maurice, 1944- author.

Language:

English

Subjects (All):

Language and languages--Study and teaching--Bilingual method.

Language and languages.

Second language acquisition.

Physical Description:

xxv, 263 pages ; 24 cm

Place of Publication:

London : Tretham Books/UCL Institute of Education Press, 2018.

Contents:

Part 1 International schools and influences on their provision for second language students: Islands of language and a high socio-economic base

1 What second language learners bring to international schools p. 2 / Patricia Mertin

How do we define an international school? p. 2

What international schools have in common p. 2

What makes international schools different p. 4

Accreditation p. 5

Challenges for international schools p. 6

Culture shock p. 6

Continuing teacher development p. 7

Maintaining and developing the mother tongue p. 7

The development of ESL instruction in international schools p. 8

The consequences of importing national models p. 11

The culture of the student and the school p. 11

The benefits SLLs bring to international schools p. 14

The benefits ESL parents can bring to international schools p. 15

Linguistic challenges p. 16

2 Characterization of the international school clientele in language matters p. 18

An international space rather than assimilation p. 18

English can be culture-free p. 19

Minority students as a majority p. 20

Linguistic intolerance - linguicism - seen as acceptable p. 21

The need to inform parents in depth of the linguistic issues p. 24

The myth of the native speaker p. 26

Parents' views on mother-tongue instruction p. 27

Mother tongues unrewarded and requiring extra payment p. 28

Change requires pressure on power structures p. 29

SLLs and their parents locked in a culture of silence p. 30

3 ESL students and their requirements in international schools: The encroaching politicization of ESL and MT provision p. 31

Linguistically responsive models p. 33

ESL staff and programme structure affected by management p. 35

School directors' ignorance of SL issues impacts negatively on meaningful second language programmes and their staffing p. 35

The need for ESL to be recognized as a distinct discipline p. 37

Lack of experience of school directors, and ambition versus ability p. 38

How national systems permeate thinking on ESL p. 39

More examples from international schools, showing the low status of ESL teachers p. 41

Both at recruitment level and within schools, ESL teachers are regularly downgraded p. 41

Negative impact of this downgrading on SL students' access to professional programmes p. 42

An ESL professional on the failure of valid recruitment policy p. 43

Incoming school director reduces ESL staffing because groups are smaller p. 43

SLLs affected by uninformed policies concerning pedagogical programmes for SL students p. 44

Linguicism in action p. 44

NNESTs p. 45

The downside of charging extra for ESL p. 47

Lack of effective scrutiny of language ability and its effects p. 49

An extreme example of leadership ignorance p. 49

Insights into a SL student's perceptions p. 51

Managerialism in the international school context as relevant to second language issues p. 54

Teachers and democratic professionalism p. 56

Part 2 Bilingualism and second language acquisition: Developments in theory and research

4 How the fields of bilingualism and SLA can guide good practice for viable SL models in international schools p. 59

Relevant research and other publications p. 59

Bilingualism: Introductory comments p. 62

The status of English in the contemporary world p. 63

English language teaching in the world p. 63

Native English speakers as smug p. 64

Models of practice p. 65

Theory, practice and the reality in international schools p. 65

Bilingualism as the basis of good practice p. 66

The development of bilingual studies p. 66

The advantages of bilingualism p. 67

Bilinguals as more numerous, but more complex, than monolinguals p. 68

Each bilingual community is unique p. 69

Factors involved in academic success: Additive and subtractive bilingualism p. 70

The work of Cummins on bilingual issues p. 72

The threshold hypothesis and the developmental interdependence hypothesis p. 72

BICS and CALP p. 73

Time needed for second language learners p. 74

Empowered versus disabled students p. 75

Societal agendas p. 78

The work of Collier and Thomas on bilingual issues p. 80

Models of good practice p. 80

The Prism model p. 80

Other research p. 82

Professional models of practice for ESL in international schools p. 83

Sheltered instruction p. 83

CLIL: Content and language integrated learning p. 84

Part 3 The human factor

5 The reality of teacher relationships, their implications for teachers and pedagogy, and the consequences of a deficit model for SLLs p. 88

Teacher relationships p. 88

Contrived collegiality p. 89

Implications for relationships p. 90

Implications for pedagogy p. 92

Teachers' professional lives p. 95

The consequences of a deficit model for students p. 99

Part 4 The role of external curriculum and accreditation bodies: Pitfalls and alternatives

6 The role of external bodies, such as the Council of International Schools and the International Baccalaureate, in international schools: The erosion of the acknowledgement of SLL needs and potential p. 102

Accreditation p. 102

ESL and mother tongues in the CIS and the ECIS p. 103

Mother tongues in accreditation documents p. 105

The elephant in the room p. 107

Other international agencies that provide alternatives to EAT, and their impact on ESL programmes in international schools p. 108

A working ESI model in the IBPYP p. 109

ESL in the IB, especially the MYP, in international schools p. 110

IB structure for languages p. 111

Second language students in the MVP: Reviewing the path of the IB p. 112

Foreign language and second language: Essential pedagogical differences p. 115

International schools and national systems in the IB p. 117

The need for a dedicated ESL programme of instruction in the MYP p. 117

The IB and critical thinking p. 118

The reality of ESL in practice in the MYP p. 120

The language competences of students confused with appropriate pedagogical instruction p. 125

SLLs and the IBMYP: Examples of how the programme impacts on them p. 126

IB terminology on language as a contributor to misdirected programmes p. 127

Concluding statement p. 130

Part 5 The current situation in an international school

7 How one international school is implementing the model proposed in this book p. 133 / Sarah Porter

Bringing the issues alive p. 133

The benefits of having NNESTs p. 134

Building up content materials for the upper school, and sharing them worldwide with other international schools p. 136

The benefits of the Cambridge IGCSE: The importance of equal status for ESL students p. 136

The overriding necessity of CALP and academic language acquisition, and the need for all teachers to have CPD in these p. 138

The need to make an EAL department a centre of expertise p. 139

Immediate and long-term benefits of the model p. 140

The need for ongoing training in subject content support p. 141

Tips for school leaders on putting the model into practice p. 143

Keep students in ESL lessons for long enough p. 143

Educating the parents of ESL students is of prime importance p. 143

Acknowledge the importance of an effective language policy p. 144

Recognize the need for ongoing training for both ESL and subject content teachers p. 144

Ensure that ESL staff are appropriately qualified, or willing to be p. 145

Part 6 Constructive solutions that build consistently on international students' language trajectories: Empowering ESL and MT teachers as specialists

8 Establishing a department in the secondary school as a 'centre of expertise' for all matters ESL and mother tongue p. 148

Theoretical background p. 148

How research supports the arguments for an independent department responsible for teaching SLLs p. 155

Sound correspondences for English vowel letters p. 156

Researchers describe the need for direct instruction of language p. 157

Length of time in the ESL programme p. 162

Appropriate assessment models for SLLs p. 163

Common-sense facts about the need for separate instruction for SLLs p. 171

Issues relating to the misplacement of SLLs in SEN programmes p. 176

Realities and practicalities p. 179

Implications for international schools, accrediting agencies and curriculum providers p. 181

9 The need for continuing professional development (CPD) p. 184 / Patricia Mertin

The administration p. 186

The teaches p. 187

Varieties of in-service training p. 190

Professional development p. 191

10 The importance of maintaining mother tongue development p. 196 / Patricia Mertin

Recognition of the mother tongues in the classroom p. 197

Informing the students and their parents p. 199

Factors that influence bilingual development p. 200

Some of the benefits of bilingualism p. 201

The goal p. 202

Research-based developments p. 202

Responsibility for mother tongue maintenance and development p. 204

Administration and board of governors p. 204

Parents p. 205

Examples of negative practice concerning mother tongues in international schools p. 206

Advice for parents p. 208

Teachers p. 209

In the classroom p. 210

11 Advice and guidance for school leaders, teachers and parents p. 212

Obstacles to instituting the proposed model p. 212

Further insights into why more effective SL programmes have not been instituted p. 214

Tame and wicked problems p. 214

Different types of bias p. 215

Rationality versus irrationality p. 216

Native speakers versus non-native speakers p. 217

Unrealistic pretensions of having a 'native' accent p. 220

The need to inform parents p. 221

The marketization of professionalism versus commitment p. 223

12 The challenges ahead p. 226 / Maurice Carder and Patricia Mertin

What should an international school be aiming for? p. 227.

ISBN:

1858568595

9781858568591

OCLC:

1033534835