Language Policy

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…

(In S. Björklund & M. Björklund (Eds.), Policy and practice for multilingual educational settings: Comparisons across contexts (pp. 11–38). Multilingual Matters.) In this chapter, Cummins and Lainio compare the development and implementation of language policies and programs for multilingual learners in Sweden and Canada, highlighting that while both nations have been recognized for their leadership in promoting bilingual education, each faces distinct challenges. The chapter points out complexities in maintaining…

Inspired by the MLRC Research Symposium, Leysin American School English Language Acquisition (ELA) teacher Mari McCarville launched an action research project to investigate effective ways to support neurodiverse multilingual learners with academic writing. This action research provides an overview of the most commonly used instructional and learning strategies for neurodivergent multilinguals at a private, international boarding school. Many research-based SPED and ELD instructional strategies are already being used. However, learning strategies,…

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…

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…

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…

This study examines how different stakeholders perceive the implementation of language education policy. Although language education policies are meant to change the language use of pupils in different schools, they often fail to do so. One of the reasons is that different stakeholders that are involved in the process of policy design and implementation interpret the policies differently. Marieke Vanbuel's Q-study identifies four distinct viewpoints among educational stakeholders in Flanders…