By Coreen Sears
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Additional info for Second Language Students in Mainstream Classrooms: A Handbook for Teachers in International Schools (Parents' and Teachers' Guides, 2)
So too is a change in the employment policy of big multinational or local business interests, and the state of relations between the host country and other nations. As a consequence, it is common for the number of classes at a year level to alter from year to year. The mobility factor that remains consistent, however, is the movement of children in and out of the school. Students in international schools frequently stay for only two or three years, so that one-third of the children in a class may be new in September.
International schools exist to serve the needs of students with a wide variety of educational experiences and school policies are generally formulated to cater effectively for the majority of students. Inevitably, the needs of individual students may not be fully met. Talking frankly and openly with parents is the only satisfactory method of addressing areas of concern. Teachers should explain the school's policies and practice in detail and show how they serve the interests of most of the students.
The next move, particularly if it involves a return to their home system, may bring the need to readjust. If the home system is very different in type from that of the international school, then this process is likely to bring its own stresses. The second long-term outcome is that children may be permanently changed by their experiences in international schools. They may become part of the group of young people known as Global Nomads who never entirely re-integrate into their home culture. For some, this is a permanent cause of difficulty; others feel their lives have been deeply enriched by this experience of different cultures and peoples.
Second Language Students in Mainstream Classrooms: A Handbook for Teachers in International Schools (Parents' and Teachers' Guides, 2) by Coreen Sears