Multilingual Matters Bilingualism in International Schools: A Model for Enriching Language Education: 8 (Parents' and Teachers' Guides)

International Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given. Review Carder s voice is clear and succinct. The book is user friendly, containing an appropriate balance of theoretical exposition and practical advice. Throughout the book Carder s advice is practical and grounded in the realities of school life. I find this book to be a very welcome addition to the literature. It is an excellent introduction to the topic.--Trevor Grimshaw, University of Bath "Journal of Research in International Education 2007, 6; 375" Combine a visionary planner of better education with decades of devoted work and experience as a teacher, administrator and global evaluator of International Schools, with a professional interest in languageS (in plural) and knowledge of their vital importance for all learning and development, and deep engagement in children and youth (whose voices the reader will remember). This mix that has produced a book that should change many of the ways that multilingual and multicultural education in general is envisaged and implemented. Congratulations, Maurice!--Dr Tove Skutnabb-Kangas, Roskilde University, Denmark and Abo Akademi University Vasa, Finland,"" The book will be of interest to school administrators and principals, curriculum leaders, specialist mother-tongue and ESL teachers, parents and all those involved in the education of students whose first language is not the dominant language of the school. It would serve as an invaluable resource and as a basis for professional development for individual schools developing policy and practices in the area of bilingual education.--Associate Professor Pauline Gibbons, University of Technology, Sydney, Australia.,"" About the Author Maurice Carderâs career has been dedicated to second language learners of English. After graduating with a BA Honours in Spanish (Bristol) he gained Qualified Teacher Status at the Institute of Education (London). He had teaching posts in Sevilla, Tehran, Lisbon, Greece, Porto, and Bath (UK) before gaining an MA in Linguistics (Lancaster). This led to posts in Mexico and Germany, then to the Vienna International School, Austria, in 1981, where he has remained until now. He has worked on various projects with the International Baccalaureate Organisation, and done much committee work with the European Council of International Schools. He is a Fellow of the Chartered Institute of Linguists. His writings on bilingualism and language-related matters have appeared in several books, and in journals such as the International Schools Journal and the Journal for Research in International Education.