Abstract
This chapter explores language policies in international schools with English as the primary medium of instruction. As international education in Asia becomes a popular choice for many students and families, issues of language equity and multilingualism intersect with policy design. This chapter advocates for the decolonization of international education by shifting from a restrictive and monolingual lens to embracing linguistic diversity through a multilingual lens. The chapter discusses various models for English language support and home language support, and then examines the challenges of language policy design. Finally, the chapter suggests ways instructional leaders can craft more inclusive language policies, providing examples from various international contexts.
TopBackground
With the rise of international education in Asia, schools with Eurocentric models of education have become the norm. These institutions perpetuate a linguistic hierarchy, positioning English as the language of power that leads students to perceive other languages, such as their home language, as less valuable. As such, the propagation and increasing credibility associated with Eurocentric ideologies of education as a trend in international educational contexts advances a type of colonialism through education. Though likely unintentional, Veronelli asserts that this action continues the racist colonialist hierarchy that elevates European languages as superior and more valuable when compared to non-European languages (Rosa & Flores, 2017). This is especially pertinent to this chapter for Asian-based institutions but is not limited to Asian students. The dominant beliefs around English and English medium instruction grant a high level of prestige to the English language and users with a high level of proficiency. This phenomenon is expounded by Asian countries due to their desire to strengthen their innovation and economic activity with the markets in Europe and the Americas (Hu & Lei, 2013). Due to international schools in Asia, which focus on English language teaching, being one of the fastest growing markets in Education, research must be undertaken and investigated to challenge this growth in the market in order to be sustainable and in the best interests of students (HM Government, 2013). Other locales will also be explored as supporting evidence for this paper as there is a lack of plentiful research for Asian high school settings, even though China is the world's largest English language teaching market (Kumaravadivelu, 2016). It is crucial to challenge this trend and undertake research in Asian high school settings, considering international schools' significant growth and influence in the region.
Key Terms in this Chapter
Racialized: Used to describe people who have been subjected to racial categorization, resulting in systemic disadvantages or discrimination.
Tracking: The sorting of students into groups for classes or programs based on academic ability.
English as a Medium of Instruction: The use of English as the primary language for teaching and learning in classrooms.
Translanguaging: A practice of multilingual people wherein language is used in a fluid and dynamic way, without traditional boundaries between languages.
Eurocentric: The perspective or worldview that places European culture, history, and values at the forefront, often marginalizing other worldviews.
Multilingual Learner: A student who uses or learns in more than one language.
Home Language: The language primarily spoken in the household and may mean the same as the phrase first language.