Discussion Topics

Collaborative Teaching: Enhancing Inclusion at International Schools

March 5, 2023

The opportunity for teachers to ply their trade in the international school setting offers many unique experiences, both professional and personal. From the professional perspective, none is more rewarding than engaging culturally diverse groups of students in their learning on a day-to-day basis. Every student in the class brings their own unique language experiences, beliefs and values, along with their travel and unique third-culture experiences. In these settings, the opportunity exists for teachers to extend their repertoire of teaching practice, to ensure all students are engaged in the learning journey in their classes.

As a teacher, one quickly learns to see students in the class for what they can do, and what they bring to the table in terms of classroom discussions, group work and dynamics. Additionally, each student has a unique view of classroom behavioural ‘norms’ through their own cultural lens. Some cultures have very few teacher-student interactions in the classroom, whilst in others, this is a constant. The latter can be quite a shock for students from particular cultures, and take some time to adjust, extending the well-known ‘silent period’. Often these students become the most outspoken in the class!

Viewing curriculum outcomes through various cultural lenses represented in the class is key to a teacher effectively engaging the students in their international school classes. Valuing each and every student’s views or experiences, and positively acknowledging the political and economic systems from which they come is paramount to a positive and engaging classroom culture, based upon the saying “just because it is different, does not make it wrong”.

The practicalities in terms of ‘scaffolding up’ for students whose first language is not the language of instruction at the school is a vital aspect of teaching in the international school sector. As teachers know, schools have various approaches to catering to students whose first language is not the language of instruction, from fully-sheltered language schools, to partially sheltered programs, and most recently the much-espoused collaborative teaching (co-teaching) domain. Having been fortunate enough to experience all three of these approaches, a well-organised and data-driven co-teaching program is the most effective for these students, both in terms of the all-important student well-being, along with academic performance. In short, in an effective co-teaching program, students feel connected to their school as they are not being sheltered away from the mainstream cohort for language lessons. In turn, students whose first language is the language of instruction are always in awe of what their peers achieve on a daily and hourly basis, this in turn makes the students in question extremely proud of their achievements, and this pride is clearly validated as they are seeing the academic bar which is set in their mainstream classrooms each and every lesson. Students rarely linguistically fossilise in effective co-teaching programs.

An effective co-teaching program in this context requires staff who are truly willing to share, collaborate and build professional relationships, through co-planning, co-teaching, co-assessing and co-reflecting through regular meetings (See Cycle of Collaboration graphic below). Having co-taught in this context across Year 6-8 Science and Humanities classes for six years, rest assured that co-teaching is the best professional development a teacher will ever have, and it is daily! Subject teachers become excellent academic language teachers, and language co-teachers become quite confident subject teachers. Effective co-teaching programs are first and foremost relationship-based, and without positive and collaborative staff relationships much effectiveness for effective student learning is sadly lost.

A Cycle of Collaboration

Students’ academic language proficiency progression is accelerated exponentially in effective co-teaching programs in upper primary and middle school year levels (see data provided below – school name withheld), however, the catch is students who are in the beginning phase of their academic language acquisition journey can for various reasons become lost in the shuffle and may require sheltered instruction to accompany their mainstream class experiences. Experience and data demonstrate that intermediate and advanced academic language level students thrive in true co-teaching environments. This linguistic progression is doubled down in terms of acceleration through an effective mother tongue program at the school, ensuring additive bilingualism is occurring.

The role of the co-teacher is to flesh out the academic language embedded in each unit of work and explain to students the regular independent study habits required to learn the required tier two and tier three academic language needed for each unit of work, prior to and during the teaching of the unit in question. Furthermore, effective co-teachers provide resources such as comprehension, pre-reading/viewing activities and provide notetaking scaffolds, along with support resources for production tasks such as structural scaffolds (relevant to text type), sentence frames and writing samples as required. There is much more to co-teaching than this brief overview, however these are very sound pillars upon which to build, along with knowing each student’s current year-level appropriate academic language proficiency in the reading, writing, speaking and listening domains. The wonderful by-product is that all students benefit from these ‘scaffold up’ resources, not only the students whose first language is not the school’s language of instruction.

Next time you apply for an international school role, ask if the school has a co-teaching program, because it is one of the most satisfying teaching experiences a teacher can enjoy, and proudly watch your students fly.

This article was submitted by Tim Hudson, an academic language acquisition expert with 34 years of experience in teaching and leading EAL and other subject department teams at the secondary level in international school settings, including Shanghai American School and more recently the Australian International School in Singapore. Tim was also instrumental in building the very successful international student program at Fraser Coast Anglican College in Queensland, Australia.

He is currently on sabbatical, offering tutoring services for EAL learners and consultancy services for schools in the EAL domain.

His skills include curriculum design, assisting schools new to this domain in developing context-appropriate EAL programs, and enhancing existing EAL programs in schools. He has extensive experience providing professional development to subject-teaching teams across the curriculum in the realm of academic language acquisition and has a passion for EAL co-teaching. You can reach him at aclangedge@gmail.com

continue reading

Discussion Topics

9 MORE International Educators Share their Hospital Visit Experiences from Around the World

February 5, 2023

There is much to be potentially nervous about when going to a hospital in your host country.

Once I asked a doctor in China who was servicing an infected open wound on my leg, “what are you putting in my wound?” He replied, “I don’t think you would want to know.” I told him to tell me. He said, “Cockroach juice!”

Luckily, I was open to Chinese medicine and thought how cool is this?! Also thinking, this would never happen in a hospital in the USA! (My wound healed up very nicely, by the way.)

But this experience is just one out of many, many experiences of expats going to hospitals in China. So to learn more about what hospital experiences are like in China, you would need to keep asking around to learn more and more.

The hospitals around the world do vary and so does the health coverage that international school teachers receive while they are working abroad.

There are so many factors that can affect your experiences: payment, language, cultural differences, location, etc

After searching the keyword ‘hospital‘ using our Comments Search function on our website (premium access required), we found 286 comments. Here are 9 of them that give some insight into the hospital experience in different countries around the world.

I-shou International School
(75 total comments)

“A visit to the doctor is usually $150-$200TWD ($6-7USD). That is all you’ll pay. If you need to stay overnight in the hospital a quad shared room is free, a double shared room is $1000TWD, and a private room is $1500TWD ($60USD!!!)…”

Vienna International School
(86 total comments)

“Austria has state-maintained (public) hospitals and private hospitals. The best-known type of hospital is the general hospital, which is set up to deal with many kinds of disease and injury, and typically has an emergency ward or A&E department to deal with immediate threats to health and the capacity to dispatch emergency medical services. All hospitals, with the exception of some private clinics, are open to all insured patients. Normally doctors transfer patients to a hospital and control of treatment is then managed by a doctor there. When going to a hospital or clinic, you need to take your e-card with you. If you are ever admitted to hospital, your health insurance will cover the costs of that stay. All hospitals run a special accident and emergency department (Notaufnahme), where you go if you need urgent and immediate medical attention at any time.”

Xian Liangjiatan International School
(84 total comments)

“Local hospitals can be quite crowded, especially the lab-collection sections. Definitely a different atmosphere than American hospitals/clinics…”

International School of Bucharest
(70 total comments)

“Private health insurance is provided in-country only, although this also grants you emergency care throughout the EU c/o the government. Romanian hospitals are certainly not the best! Some medical care however is surprisingly good; it really just depends what it is…”

Bishkek International School
(81 total comments)

“Most avoid local hospitals and usually pursue treatment in private medical establishments. For many routine things, the prices are so low that there is no reimbursement. There is at least one clinic with US doctors and there may be more with other foreign-trained staff. Some Turkish doctors/clinics are available, they often know English and provide high-quality care for a reasonable price.

Avoid using state-run healthcare, mostly because they are short-staffed, often underfunded, and have many other burdens. There is no major problem, especially if you just need a simple infection or issue checked out, but you will have a difficult time communicating.

Be wary of some private clinics that will try to get extra money from you for extra services. Some places offer interpreting and a steep cost. It might be better to take a trustworthy friend or colleague to help you and offer them a nice meal…”

Surabaya Intercultural School
(98 total comments)

“Great medical insurance. Local hospitals are nice but it is recommended to take a local with you. Appointments often involve a lot of waiting. If you need serious surgery people usually fly to Singapore. Some vaccines are unavailable…”

Canadian International School (Hong Kong)
(185 total comments)

“CDNIS have steadily increased the quality of medical benefits available to faculty and staff. In addition, employees have access to inexpensive optional dental insurance through Quality Health, which has a large network throughout the city. Local hospitals sometimes have long waiting times so in emergencies some choose to go to private hospitals and pay the difference out of pocket. Other times, local hospitals are the best option because they are ridiculously inexpensive and the staff are very often highly specialized in certain treatments or procedures…”

TASIS The American School in Switzerland
(40 total comments)

“We don’t know Italian very well, and we had to recently call the hospital because our baby was feeling sick. We asked the person on the phone if they knew how to speak English, and she said know. We asked if she could speak Swiss German, and she said no. Then we asked if she could speak Serbian (we are from Serbia) and she said ‘si!’ and then we continued the conversation in Serbian after that. There are a lot of Serbs here…”

Inter-community School Zurich
(81 total comments)

“My experiences at hospitals here have been excellent, way better than my time in France for example. You do need to pay, of course, for this insurance. You can shop around many choices for health insurance here. There is something for everyone, but you’ll need to pay for it. I chose one for CHF 3000 a year, but I do have a deductible that I need to pay off when I receive the services…”

Check out the first “9 International Educators Share their Hospital Visit Experiences from Around the World” ISC blog article here. And log on to the International School Community website today and share your experiences going to the hospital in your own host country!

continue reading

Discussion Topics

Uh oh: Message from the Principal

August 21, 2022

That was the title of the email I received three weeks before the start of my new job in 2022. Here are the next five lines from it:

 Unfortunately, the school has been unable to recruit the number of students expected for the next academic year and the decision has been made to reduce the number of staff for the next academic year.

Unfortunately, I am having to write to you to confirm that your position has been one of those selected. I am therefore writing to withdraw our offer of employment for September 2022.

I read that as I was actually with my suitcases on the way there. Yes, actually in transit, on my journey! I replied within ten minutes explaining that this meant I was left without a fixed address. I hurriedly stated in my reply that there were so many other issues that it raised, but I was in no state to write much at that point.

I allowed about a week to pass and stayed in a hotel, believing that the principal would reply and offer some sort of assistance. It’s now been about ten days and he has not replied to my second email which stressed the point that a contract had been signed. This has all simply been ignored.  I am still staying in a hotel scanning the internet for alternative jobs. However, this is mid-August, and so many schools have already started the academic year.

How did it come to this? I had a good leadership position in a school which was authorised to teach both IB PYP and MYP and it was a school with CIS accredition too. The only issue I had was that chances of promotion were slim. I knew there was a bit of a gamble I had to take. The choice was either stay within the safety of an established school with good international accreditations or choose to accept a higher position in a school which was only five years old and didn’t yet have any great accreditations.

Prior to the interview when I looked closely at the website of the new school I saw that it was only a member of British Schools in the Middle East and a candidate member of Council of British Schools International. It was not in a strong position in terms of being well established and recognised by accrediting agencies. This was a matter I discussed at the interview and I accepted that in its fifth year of existence there were still some improvements to be made. I knew that at the time, but the salary was very good and tax free too.

That awful email was received on August 5th, and so chances of finding a similar appointment are now incredibly small. The email did wish me well in finding another position, but wishes aren’t enough. He could have chosen to actually do something for me. On the flip side, I don’t have much interest in dealing with a school that would do something as cold as this. 

What do I advise others now? Stick with top-tier schools. Look at the accreditations a school has, and understand what it means to have those seals of approval. Join online groups where it is possible to ask what others know about the school. Finally, at the interview stage, find a polite way to ask what the plans are when student numbers are very low.

This article was submitted anonymously by an ISC member.

continue reading

Discussion Topics

Summer Shopping: What products do you stock up on in your home country?

July 11, 2022

“How many suitcases should I bring home???” thinks an international school teacher who is traveling home for summer vacation.  Inside though this teacher knows what they will end up doing during their trip back home. Even though it might cost them in the end when they pay for the extra weight of one or more of their suitcases or when they pay the extra fee for an additional suitcase on the airline they are flying on.  It’s a pity that many airlines are now only allowing one free suitcase for an economy ticket, even on international flights!

The allure of home products is too strong though.  When living abroad as an expat, it is almost vitally important to have some things around you that are familiar in your home abroad.  Sometimes I open up one of my kitchen cabinets and because of the many home products that I see, it could be me opening a cupboard in my old home in my home country.  Surely the first and second year abroad you might do this, stocking your cupboards full of home products, but doing this in your third or fourth (or tenth or more) year…. is it time to “let go?”

I heard one international teacher say that after eight years of living abroad she now refuses to buy products at home when she can find the exact same thing or something comparable in her host country.  That would most likely save her in the long run on baggage fees, even if the product is a little bit more expensive than in her home country.  However, sometimes we just want to have our favorite brand that we were using all the time when we lived in our home country, even if we can find something exactly the same (minus the brand name that we have “grown to trust”) in our current country.  This is the dilemma then, to buy or not to buy??!

This year I personally decided to only take one suitcase back home for the summer.  Well if I am being completely honest, I still did bring a carry-on travel backpack…in the hopes that I could squeeze in a few more of my favorite things to take with me on my flight back home. It was very difficult to limit myself.  The mantra that I kept repeating in my head “Can I get this where I live now?” If the answer was yes, I reluctantly didn’t buy it.

It is fun to shop in other countries.  Exploring grocery stores in other countries is one of my most favorite things to do actually (though I find it equally enjoyable to shop in my old grocery stores at home, too)!  You never know what you will find.  Well actually you do end up seeing some products from your home country in foreign grocery stores, but countries obviously have many of their own products as well.  As you try new products, you are bound to find new favorites.

Sometimes if you see products that look familiar, they have a different language on the packages.  Some even try and display messages in English that seem a bit funny to you.  I’m not for sure the Lays company would put the same phrase “best with cold drinks” on their United States packages…maybe though.  Also, foreign countries have people with different tastes, so you might find potato chip flavors like Chili Chinese with Schezwan Sauce and Seaweed Pringles….probably wouldn’t be popular flavors in United States.  One thing that is hard to find living abroad is proper potato or tortilla chips; that aisle in a United States grocery store is a long one with many different brands and options!

Another factor to consider when buying foreign products is when you are trying to read the ingredients; this is where many international school teachers draw the line.  Many, many people nowadays need to know exactly each ingredient that is in a product. And when you have to do this in a second language (in which you likely only know a few words in total), you might find yourself being drawn to bring back more of your home country’s products.  Knowing the ingredients is very important.  Sometimes even on imported products in your host country, the country itself covers up the English ingredients list by putting a sticker over it listing the ingredients in the host language. It is can be frustrating for sure!

Interesting story….I just witnessed an international school teacher lug up three boxes of home country goods to her apartment.  When I asked her where did she get these boxes, she said that she got them from somebody who works at the embassy of her home country.  After living abroad for a while and meeting embassy workers, we maybe don’t all know one of the perks they get.  They can order home country products in bulk and the embassy will ship them over to you.  I guess this embassy worker had extra and enough to share with an international teacher friend!  I didn’t see all the different kinds of products that were in the boxes, but I do know that I saw some boxes of Duncan Hines cake boxes from the USA!  You might be able to find easy-to-bake cake mixes in your host country, but this just might be one of those products that are only available at grocery stores in the United States.

Go ahead…continue to go home and stock up on all your favorite things.  However, don’t forget to keep your eye out in the local grocery stores where you are living.  Try a few new things every 1-2 weeks.  There are most likely some amazing products that you didn’t know about.  Some things though you just might want to pass on, like whatever kind of meat this is in the display case and what ever kind of product that is on a certain shelf.  Sometime the risk is too great on your wallet to try out new (and strange) products and foods!

If you are an international school teacher, please share what you stock up on when you return to your home country!  How many suitcases do you bring home?

If you’d like to share your story and earn free premium membership to ISC, please send us a message here.

continue reading

Discussion Topics

LEARNING THE HOST COUNTRY LANGUAGE and LOCALS’ LEVEL OF ENGLISH

April 25, 2022

In this article, ISC would like to highlight some of your recent thoughts and experiences on the topic of learning the host-country language and the level of English of the locals living there.

Many seasoned international school teachers want to learn the host-country language and put their best effort into taking classes, etc.

However, that is easier said than done. It can be difficult, expensive and often time-consuming to achieve this goal.

Some international schools offer free host country language classes to their newly hired teachers, but this can be optional and sometimes of a low quality.

And because homelife and the workday for international school teachers are often only in English, teachers really need to make learning the host country’s language a priority.

We asked five seasoned international school teachers their thoughts on some or all of the following questions:

• How often do you speak (or need to speak) the local language while going around your city/country?
• Has the level of English of the locals increased over the past 10, 20 years in your city/country?
• Have you taken language classes, for how long and how did they go for you? Did your school provide free host country language classes?
• Have you ever had to pass a host country language test in order to get permanent residence/citizenship, for example? and how was that experience?
• What is the level of your school’s expat staff with regards to speaking/knowing the local language?

Thoughts from an international school teacher who lived in Lebanon.

When I lived in Beirut, Lebanon, I was very keen to study Arabic there, specifically the local dialect (the spoken Arabic of Lebanon, Palestine, Syria, and Jordan). I had studied the language some prior to arriving and wanted to become more conversational. I worked in a school that had a lot of Lebanese teachers, so I would hear the language every day in school as well as out around the city which helped me to learn. Our school provided some lessons with an Arabic teacher from our school, but this wasn’t ideal because they put all of us together in one class, whether we were beginners or advanced. I ended up taking some classes at a local language school, which was really great. The challenging part was that I had to travel across the city in traffic to get to the language school and then the class was three hours long, 2x per week. Also, all of the people that I was studying with were full-time students of Arabic, so with a full-time job, it was hard for me to keep up with them! In Beirut, most people are trilingual to some extent (English, French, Arabic), so it is possible to get by without studying the language, but of course, it makes the experience of living there much richer if you do. I had a colleague that studied French while she was in Beirut and that also helped her to connect with locals.

Thoughts from an international school teacher on their entire career abroad so far.

I’ve committed to three languages in the past 20 years while living abroad. Spanish, Japanese, and Chinese. [I will be] adding Arabic to the mix when I move to the UAE in August and use my High School/Uni French in my kindergarten teaching (along with English).

Thoughts from an international school teacher currently working in Portugal.

In the school, there is minimal need to speak the language (Portuguese). Since we are an English medium school, almost all staff are fluent or at least functional in English. At times, it is easier to communicate with some of the staff in Portuguese, but that is rare. Since Portugal´ s economy is very heavily based on tourism, English is a required course in public schools. Although many people complain that it is not well done or the standards are not high, my experience has been that a large percentage of younger people in major cities speak English well. I have not seen a huge shift in this over the past 10 years that I have been here.

I took private lessons once per week from a former colleague. Having spoken Spanish for more than ½ my life, there were times when that was helpful. For others, it created much more confusion than help. Some false cognates could be rather embarrassing. Did my school provide free host country language classes? No. there was ongoing discussion of it, but it never panned out.

For citizenship, I was required to prove that I was at an A2 (high beginner-low intermediate) level. Although the design of the test was different from any I´ ve experienced before, it was relatively easy. For the oral portion, it was very much dependent on the level of the other student you were randomly paired with. I was paired with a person who used Portuguese in business every day, and we had a lively and interesting discussion, so it went very well. My partner was paired with someone who lived entirely in a predominantly English-speaking area of the country and had very little experience or skill. As a result, my partner’s score was negatively affected.

Approximately 50% of our staff speak several different languages, and many have picked up a conversational level of Portuguese fairly quickly. Those who don´ t have admittedly not made an effort to do so. One final point I would make is that as immigrants to a country, we have a responsibility to show respect for that country, by at least attempting the language. In Portugal, people are appreciative of the efforts of foreigners to try to learn the language and are very patient with mistakes. An attempt to learn the host country’s language is a sign of respect toward that country, and its people.

Thoughts from an international school teacher on living in a number of countries.

This is an area of high concern for me, and I am rather disappointed in the level of support I have found in the schools I’ve been with. I was on active duty from the mid-70s for 15 years, and in that time, one of the first things I tried to do was learn the language where I was stationed. I was rather successful, as I still speak three of those languages well enough to get by. However, in each international school, I have taught, I have asked if there were host-nation language classes provided for the teachers. Only one, in Manila, had anything. While my current school is in a country where English is one of the national languages, in other countries that wasn’t the case. In one country where the local language was Arabic, the number of people downtown who spoke English was quite limited, making it difficult to do simple things like buying a phone load, groceries, paying for electricity, and even buying gas. While I tried learning the language by myself there, and in Korea, the differences in writing and the lack of cognates to link to my Romance languages left me floundering. This is one area where the schools can easily provide lessons at minimal expense, yet make the expat teachers’ lives much more simple AND help them understand and appreciate the host-nation culture.

Thoughts from an international school teacher currently working in Budapest.

When I was offered a job in Budapest, Hungary, I was excited at the prospect of learning a new language “from the beginning” and even took a few introductory lessons before moving. Once I got to Budapest, many people discouraged me from learning the language saying it was “too hard” and “not useful outside of Hungary – don’t waste your time.” After a bit of time in the country, I decided that I didn’t really love the language, and I thought my time might be better spent pursuing other languages that I had already invested in studying (that I was actually interested in). I didn’t realize at the time that I would stay in Hungary so long and looking back, I now know that it would have been useful to study the local language. English is spoken more and more around Budapest, but it is mostly the younger generation that is learning it in school now (as opposed to in the past when Russian or German was more widely studied). There can be some challenges in not speaking the local language when going to shops or non-touristy places in the city – and definitely outside of Budapest. Luckily the school helps us with everything related to housing, cars, contracts, etc., so that part is not a problem at all!

These statements were submitted anonymously by ISC members. Thanks! If you are also interested in sharing your thoughts and perspective, please contact us here.

continue reading