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Author: aeyang

This author has written 7 articles

Barker, R. M., & Hansen, C. R., & Hammer L. (2023). Critical Issues and Global Trends in International Education

Summary written by MLRC School Network member, Jacob Huckle (Dulwich College Suzhou)In this chapter, Ascher and Pichery (2024) contrast restrictive monolingual language policies with more inclusive multilingual language policies. They begin by reviewing the context of English-medium instruction education in Asia and outline some of the reasons why restrictive language policies are common in the region, such as the desire for 'Western cultural capital' associated with English proficiency. The authors…

Continue ReadingBarker, R. M., & Hansen, C. R., & Hammer L. (2023). Critical Issues and Global Trends in International Education

Lehman W. C., Welch B. (2020). A Quantitative Investigation of Language Policy in International Schools in East Asia

Summary written by MLRC School Network member, Iryna Zhurenko (International School of Beijing)In their quantitative study, Lehman and Welch (2020) examine teacher knowledge of language policies in English-medium international schools in East Asia. They explored whether there were differences in knowledge between schools affiliated with CIS, IB, and ACS WASC, whether teachers followed these policies, and if the policies defined the roles of classroom and ESL/EAL/ELD/TESOL teachers. The study surveyed…

Continue ReadingLehman W. C., Welch B. (2020). A Quantitative Investigation of Language Policy in International Schools in East Asia

Lujic R. (2017). Translanguaging or Transgressing Language Borders to Communicate and to Learn in International Schools

Lujic’s (2017) study investigates translanguaging in two International Baccalaureate schools in Croatia, where English is the main instructional language. The study included 78 multilingual students aged 10 to 18, who completed a questionnaire gathering demographic information, the frequency and context of their translanguaging practices, and their attitudes toward teacher-directed translanguaging (TDT). Students reported how often they mixed languages or used hybrid words and gestures, with whom they did so, and…

Continue ReadingLujic R. (2017). Translanguaging or Transgressing Language Borders to Communicate and to Learn in International Schools

Menken, K., & Sánchez T. M. (2019). Translanguaging in English-Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices

This article presents findings from a study conducted in eight New York City schools with previous English-only policies. The participating schools were given intensive professional development and participated in a project where they were “required to engage students’ bilingualism as a resource in instruction and implement translanguaging pedagogy” (p. 741), disrupting dominant monolingual approaches in schools. Findings suggest that taking a translanguaging stance, where students’ bilingualism is perceived as a…

Continue ReadingMenken, K., & Sánchez T. M. (2019). Translanguaging in English-Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices

Rasman R. (2018) To Translanguage or Not to Translanguage? The Multilingual Practice in an Indonesian EFL Classroom

Rasman’s (2018) study investigates multilingual practices in a ninth-grade English as a Foreign Language (EFL) classroom in Yogyakarta, Indonesia, where students regularly shifted among English, Indonesian, and Javanese to support their learning. Drawing on video-recorded small-group discussions of past national exam items, the research analyzed 14- and 15-year-old students’ talk using an ecological discourse approach that considered both student exchanges and the broader socio-political context shaping language hierarchies. Translanguaging was…

Continue ReadingRasman R. (2018) To Translanguage or Not to Translanguage? The Multilingual Practice in an Indonesian EFL Classroom

Smith-Sanders, S., & Dávila, T. L. (2019). Progressive practice and translanguaging: Supporting multilingualism in a Hong Kong preschool

Summary written by MLRC School Network member, Jessica Jones (Concordia International School Shanghai) This article presents a qualitative case study of language practices within a progressive trilingual early childhood program at the International School Hong Kong (ISHK). Learning is guided by an emergent curriculum and inquiry-based pedagogy. The study examines how an open language policy supports children's multilingual identities and development, focusing on how teachers co-construct language growth and how classroom relationships…

Continue ReadingSmith-Sanders, S., & Dávila, T. L. (2019). Progressive practice and translanguaging: Supporting multilingualism in a Hong Kong preschool

Spencer, J. (2023). Working together: why language policies of international schools must evolve to incorporate collaborative strategies between EAL and the mainstream

Summary written by MLRC School Network member, Iryna Zhurenko (International School of Beijing) Spencer (2023) focuses on the importance of collaboration between English as an Additional Language (EAL) and mainstream subject teachers within international schools. The study was conducted at an International Baccalaureate (IB) secondary school in Ukraine, with 269 students in secondary school and 39 students with EAL among them. The school had 3 EAL teachers and one teaching…

Continue ReadingSpencer, J. (2023). Working together: why language policies of international schools must evolve to incorporate collaborative strategies between EAL and the mainstream

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