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Language Policy in English as a Medium of Instruction Schools: A Multilingual Approach

Language Policy in English as a Medium of Instruction Schools: A Multilingual Approach

Hetal Raghuvir Ascher, Kelsey Marie Pichery
Copyright: © 2024 |Pages: 24
ISBN13: 9781668487952|ISBN10: 1668487950|EISBN13: 9781668487969
DOI: 10.4018/978-1-6684-8795-2.ch011
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MLA

Ascher, Hetal Raghuvir, and Kelsey Marie Pichery. "Language Policy in English as a Medium of Instruction Schools: A Multilingual Approach." Handbook of Research on Critical Issues and Global Trends in International Education, edited by Megel R. Barker, et al., IGI Global, 2024, pp. 260-283. https://doi.org/10.4018/978-1-6684-8795-2.ch011

APA

Ascher, H. R. & Pichery, K. M. (2024). Language Policy in English as a Medium of Instruction Schools: A Multilingual Approach. In M. Barker, R. Hansen, & L. Hammer (Eds.), Handbook of Research on Critical Issues and Global Trends in International Education (pp. 260-283). IGI Global. https://doi.org/10.4018/978-1-6684-8795-2.ch011

Chicago

Ascher, Hetal Raghuvir, and Kelsey Marie Pichery. "Language Policy in English as a Medium of Instruction Schools: A Multilingual Approach." In Handbook of Research on Critical Issues and Global Trends in International Education, edited by Megel R. Barker, Robyn Conrad Hansen, and Liam Hammer, 260-283. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-8795-2.ch011

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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.

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