Introduction

One of the main themes in this book has been the importance of mother-tongue language and development. The knowledge of the important impact that this has on both the child's cognitive and second language development is now well established. However, in the context of International Education, many schools have yet to see the relevance of and then capitalise on maintaining children's L1. We have considered some of the reasons for this. One of the main factors that explain why 'English-only' policies are prevalent in International Schools would appear to be a fear of different languages, especially minority languages. This seems to be something of a paradox in schools that call themselves 'international'.

It is beginning to change in some education sectors and teacher education is the key to this innovation. In 2007 the ECIS and University of Cambridge International Examinations (CIE) piloted a course for International School teachers. Teachers who have experience in the field of International Education can do this course and receive the International Teacher Certificate (ITC), qualifying them as exemplary International School teachers. The ITC is the first qualification of its kind. It is valid for a period of five years after which time it may be renewed by demonstrating evidence of continuing professional development through attendance at conferences, taking courses and by keeping a reflective journal. The features of the course are based on the following five ECIS standards:

• education in an international context;

• teaching competencies for the international educator;

• teaching students for whom English is their second language;

• student transition and mobility in International Schools;

• reflective practice – continuing professional development.

However, the ITC is not for beginning International School teachers. It is designed for those who already have teaching experience.