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• W233201854 abstract "It will be argued here that in the Unonia International School many students' languagerepertoires are central to their lives in ways that differ from those in national schools,and that these students can benefit from an enrichment of their language repertoires.I trace the issues involved which have led to a situation where there is a preponderanceof monolingual input to the programmes and curriculum provided in such schools, and afailure to acknowledge bilingualism as an autonomous discipline, a case argued in thetext. An assimilationist pedagogical ideology towards English at the UIS is consideredinappropriate for international school students, who are seen as living in an`international space' where English-as-an-International-Language is but one part oftheir language repertoires, their mother-tongue(s) maintaining a prominent position intheir identities as regards sociocultural, cognitive and academic formation.This study is a natural development of my Institution Focused Study, which investigatedstudents' views of their languages. The data collected for the present study consists ofdiscussions with parents, teachers and administrators at the Unonia International School,and is analysed to ask how these constituent groups perceive, understand and value theeffectiveness of the mother-tongue programme at the school. Sociological developmentsin the world at large, namely 'the new capitalism,' will also be introduced as possibleexplanations for ways in which more satisfactory outcomes for students are notachieved.The impact and influence of the curriculum model of the International Baccalaureate onthe language choices of students, of the body responsible for accreditation, the Councilof-International-Schools, and of the body which supports subject committees, theEuropean-Council-of-International-Schools will be investigated and recommendationssuggested which may be more positive for developing satisfactory trajectories forinternational students.The aim of this study is thus to investigate the views of the UIS community involvedwith the mother-tongue programme." @default.
• W233201854 created "2016-06-24" @default.
• W233201854 creator A5045507448 @default.
• W233201854 date "2011-01-01" @default.
• W233201854 modified "2023-09-23" @default.
• W233201854 title "Challenging the English-only orthodoxy :linguistic pluralism recognition and diversity rather than assimilation" @default.
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