An authentic East meets West approach in the classroom
International schools in China, especially Preschools or Kindergartens, have, over the past couple of years, began to rethink their approach to delivering their curriculum. Stephen Walshe emphasises the importance of a school structure in which school leaders and teachers are visible models of cross-cultural understanding, cooperation and communication.
Using the Field-Tenor-Mode matrix to support EAL writing and textual analysis
Language curricula in international education place increasing significance on student ability to produce and analyse a range of text types. The Language Acquisition and Language B Courses of the International Baccalaureate Middle Years and Diploma Programmes are good examples of this trend.
Chris Jay reports how the “Field-Tenor-Mode” analytical approach can build understanding of English texts.
How to avoid under-performance in IELTs
An increasing number of students in international schools, including those following IB Diploma courses are sitting the IELTS and similar examinations of language competence, but many under-perform. Chris Jay provides some useful guidance on how to avoid pitfalls and achieve success.
The importance of mother tongue language in education
A consequence of the ever-increasing popularity of international schools is the growth in the number of children learning in a language other than their first. This can open opportunities for the individual but, as Carolyn Savage explains, continuing to develop the mother tongue is vital to enhance learning.
Collaborative learning project
Over the last three years, the EAL departments at Island School in Hong Kong and the International School of Brussels have been working together on a joint language initiative. With a focus on peer learning and collaboration, the project has brought significant benefit to IB English Language B students at both schools. Chris Jay reports from Hong Kong.
Establishing a profile
Susan Stewart was Head of Languages at the International School of London (Surrey) and believes that students should not be expected to ‘park’ their languages at the door. By developing an academic level of their mother tongue language, in addition to English, these students are able to keep their future options open.