In the context of global educational exchange, this study explores the experiences of Chinese teachers temporarily teaching Mandarin Chinese in United States K-12 schools. Using case-study methodology, this research examines the professional challenges and learning experiences of these transnational Chinese language teachers. Findings reveal that…

In this article, we explore glocality within a transnational network of independent schools to understand the interdependence of the global and the local in language policies and practices. Using glocality as a lens, we draw on narrative school profiles written by educators at member schools within the WIDA International School Consortium, a…

This paper examines how international schools negotiate the competing demands set forth by the discourses of ideological 'internationalism' and 'market-driven' multinationalism. This was accomplished through a critical discourse analysis of the mission statements of 46 Association of American Schools in South America (AASSA) member international…

In Japan, neoliberal discourses rationalize English language proficiency as a pathway to meritocratic reward and success in the global knowledge economy. With this ideology in mind, this review engages the market orientation of English domestically and the causative implications of class-distinguished capital. Specifically, Bourdieu's theory of…

The internationalisation of educational trajectories has emerged as a new form of cultural capital in education systems. Research suggests that the 'international capital' offered by language enrichment programs has become appropriated primarily by middle- and upper-class families investing in new forms of educational distinction. However, little…

The article examines the importance of bridging the gap between America's collective cultural heritage and its citizens who speak a language other than English, and how this can be fostered and encouraged through foreign language and immersion programs, international education, and study abroad. Effectively addressing this disparity in order to…

We examine school choices made by western expatriate parents in post-colonial Hong Kong in order to understand the essence of imagined global citizenship and its implications for existing ethnic and class inequalities in the education system. Responding to changes in the global job market, a small but increasingly visible group of parents are…

The global middle class (GMC) is a theoretical construct that seeks to globalise a set of attributes identified in studies of school choice in the global north, and to a lesser extent in developing nations in Asia. As theorised by Ball a mobile middle class with cosmopolitan sensibilities drives international education options in global cities.…

The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language,…

This paper concerns an exploratory and interpretive case study of the literacy curricula in a Canadian transnational education programme (Pseudonym: SCS) delivered in China where Ontario secondary school curricula were used at the same time as the Chinese national high school curricula. Using ethnographic tools and actor-network theory, the study…

This article examines the role of language policies in mediating access and equity in education. By examining a range of research and case studies on language policies, the authors explore how educational language policies serve as a central gatekeeper to education itself, as well as to quality education that may fundamentally depend on language…

With schools run in 46 major languages in the Soviet Union, this article reviews the development of the modern multinational/multilingual school system with particular emphasis on the teaching of the Russian language and the development of secondary education. (JDH)

Discusses the issue of ESL and mother-tongue teaching in international schools. Contends that these programs cannot be successful without administrator involvement. Cites the fact that only one international school administrator attended a recent conference on the issue--an indicator of the strides that still must be made. (NB)

Language study is appropriate in humanities because humanities disciplines study what is humane in civilization and culture, and languages are central to cultures and civilizations. It is imperative for the future of American world leadership to have a working language facility at the center of international studies programs. (CHK)

There seems to be little argument that the United States should have an education system that produces at least a minimum number of experts about other peoples, cultures, and languages, as well as professionals in business and government who can transact negotiations across national borders. Citizens should have the knowledge to comprehend and…