Introduction

English is the medium of instruction in the vast majority of International Schools. Many of these schools have developed and grown out of what were once Overseas Schools, i.e. schools set up after the Second World War to cater for the children of businessmen from English speaking countries such as America, Canada and the United Kingdom. Many of the schools developed because of the huge resurgence of trade that brought Americans in great numbers to Europe. The curriculum used in these schools was based on various national curricula, the rationale being that children would eventually return from overseas and need to fit back into the curriculum used in their homelands.

The population of such schools is now made up largely of second language learners many of whom have never lived in America or Great Britain, nor do they plan to do so in the future. Yet many International Schools today still follow national curricula, usually American or British.

In this chapter the idea that notions and beliefs often intrinsic to national systems of education have found their way into International Education is considered. How this affects the choice of curriculum and school policies is also discussed. The main aims of this chapter are to look at:

• power structures in schools and how they may affect the ESL child;

• pedagogical choices and how they affect the second language learner;

• various programmes from the perspective of second language learners.

All of the above is discussed in the light of recent research on language acquisition.

Research and Theory

ESL teachers in International Schools have relied on theory and research related to national systems in America, Australia, Canada and Great Britain to inform them on effective teaching and planning strategies for second language learners.