Challenging the English-only orthodoxy : linguistic pluralism recognition and diversity rather than assimilation

• Main Author: Carder, Maurice
• Published: University College London (University of London) 2011
• Subjects: 375
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534782

It will be argued here that in the Unonia International School many students' language repertoires 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 preponderance of monolingual input to the programmes and curriculum provided in such schools, and a failure to acknowledge bilingualism as an autonomous discipline, a case argued in the text. An assimilationist pedagogical ideology towards English at the UIS is considered inappropriate for international school students, who are seen as living in an 'international space' where English-as-an-International-Language is but one part of their language repertoires, their mother-tongue(s) maintaining a prominent position in their identities as regards sociocultural, cognitive and academic formation. This study is a natural development of my Institution Focused Study, which investigated students' views of their languages. The data collected for the present study consists of discussions with parents, teachers and administrators at the Unonia International School, and is analysed to ask how these constituent groups perceive, understand and value the effectiveness of the mother-tongue programme at the school. Sociological developments in the world at large, namely 'the new capitalism,' will also be introduced as possible explanations for ways in which more satisfactory outcomes for students are not achieved. The impact and influence of the curriculum model of the International Baccalaureate on the language choices of students, of the body responsible for accreditation, the Council of International Schools, and of the body which supports subject committees, the European Council of International Schools will be investigated and recommendations suggested which may be more positive for developing satisfactory trajectories for international students. The aim of this study is thus to investigate the views of the UIS community involved with the mother-tongue programme.