TY - BOOK ID - 77906341 TI - Bilingualism in International Schools AU - Carder, Maurice, AU - Cummins, Jim PY - 2007 VL - 8 SN - 1280739460 9786610739462 1853599425 9781853599422 1853599417 9781853599415 1853599409 9781853599408 9781847695734 1847695736 9781280739460 6610739463 PB - Bristol Blue Ridge Summit DB - UniCat KW - Language and languages KW - Education, Bilingual. KW - English language KW - International education. KW - Global education KW - Education KW - Intellectual cooperation KW - Internationalism KW - EFL (Language study) KW - English as a foreign language KW - English as a second language KW - English to speakers of other languages KW - ESL (Language study) KW - ESOL (Language study) KW - Teaching English as a second language KW - TEFL (Language study) KW - TESL (Language study) KW - Bilingual education KW - Bilingualism KW - Multilingual education KW - Bilingual method (Language teaching) KW - Education, Bilingual KW - Languages, Modern KW - Study and teaching KW - Bilingual method. KW - Foreign speakers. KW - Foreign students KW - International education KW - Bilingual method KW - Foreign speakers KW - Germanic languages KW - Language and languages - Study and teaching - Bilingual method KW - English language - Study and teaching - Foreign speakers UR - https://www.unicat.be/uniCat?func=search&query=sysid:77906341 AB - 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. ER -