Introduction

A visit to any International School's Family Day, May Fair, Sport's Day or International Food Day will give the impression of Internationalism. An array of the vibrant colours of traditional dress can be seen behind tables laden with exotic foods that have been prepared with pride and care.

On occasions like these the parents of second language learners are very much in evidence. They are the people beautifully dressed, looking colourful and different, serving their home-baked delicacies. International Schools are justifiably showing off their internationalism and diversity. There will be jean-clad parents from Anglo/American backgrounds serving hamburgers; these parents do not always stand out as different. They may be a minority in numbers in the school but they often set the norm. These parents are not pulled out of the closet for special occasions. They are always in school and they are involved in many of the decision making processes. These parents have a voice and a say in their children's education. In many International Schools many ESL parents do not have a voice.

The aim of this chapter is to look at the reasons why ESL children and their parents are sometimes overlooked in the formulation of policies and curriculum in many International Schools.

The dominance of an Anglo/American culture group within International Schools can be a cause for concern. Such a group may make inappropriate decisions for ESL learners. Some of the ways this dominant culture may manifest itself are described.

Other sections focus on the need for a culturally inclusive curriculum . What this means is presented and ways to achieve it are suggested.

The chapter concludes with a list of practical ideas aimed at helping ESL parents to have a say and become partners in their children's education with a school that values their contributions.