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

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Author(s): Hetal Raghuvir Ascher (University of Wisconsin, USA)and Kelsey Marie Pichery (Dulwich College, Beijing, China)
Copyright: 2024
Pages: 24
Source title: Handbook of Research on Critical Issues and Global Trends in International Education
Source Author(s)/Editor(s): Megel R. Barker (TASIS England, UK), Robyn Conrad Hansen (Northern Arizona University, USA)and Liam Hammer (International School of Lusaka, Zambia)
DOI: 10.4018/978-1-6684-8795-2.ch011

Keywords: Curriculum Development and Instructional Design / Educational Leadership & Administration / Information Science Reference / Knowledge Management and Library Science

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

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