Using Research to Transform Multilingual International School Communities

Over the past decade, student populations in many international schools have changed drastically. Schools around the world have become more diverse, culturally and linguistically. To address these changes, leaders in high-performing schools facilitate the collaborative examination of research and data evidence both to identify problem areas and potential solutions to these problems (Supovitz, 2015). As researchers and teachers, we have identified four key ideas to support international schools where all students and all teachers thrive.

1. Multilingualism is an untapped superpower. 

Objectively, multilingual learners should be considered fortunate to be able to navigate school in more than one language. However, multilingual students continue to be an underserved and understudied population in many international schools (Bettney Heidt, 2023; Nordmeyer, 2023; Spiro and Crisfield, 2018). Many schools aspire to global citizenship, and we know that multilingualism is widely recognized as an asset, or even a “superpower” (Cardona, 2023), yet many multilingual teachers and families continue to be marginalized, with student performance lagging behind their monolingual English-speaking peers. It is abundantly clear that a long overdue conversation about justice, equity, diversity, inclusion (JEDI) must center multilingualism along with the diverse and complex identities of both teachers and students in many school communities. We know that not just celebrating diversity, but deeply understanding some of the uncomfortable truths and addressing structural inequity is important work. As educators bring a powerful lens of inquiry to their own context, this transformation is possible. We know much more than we did even ten years ago. We have abundant research about the knowledge, skills and dispositions needed to effectively teach multilingual learners (Yoon, 2023; Rutt et al., 2021). 

2. Research can catalyze change. 

We know that research is essential to design, evaluate, and improve learning. We also know that connecting practical wisdom with systematic tools of disciplined inquiry closes the gap between research and practice. International schools present a unique context for educational research. Agile, innovative, multilingual and dynamic – independent schools are often considered unicorns. We believe that studying each unicorn, or even better, a group of unicorns, has potential to scale promising practices. Researching innovation in teaching multilingual learners in international schools has the potential to illuminate what works, for whom, under what conditions; these research insights can inform teaching and learning in other contexts. At the same time, even when teachers and school leaders try to integrate research into their practice, they may encounter barriers such as lack of access, time or tools. A recent study from Monash University found that “only one-third of teachers regularly use research to inform their teaching” – due to overwhelming workloads or a lack of dedicated time for researching and implementing new strategies. Research has potential to catalyze change - and in order to realize this potential, educators need time, resources and support to empower them to use evidence to improve teaching and learning.

3. Educators need both access and opportunities to engage in research. 

One emerging opportunity for international schools is a research-practice partnership. This reciprocal structure can facilitate collaboration between scholars and educators while positively impacting students. Mincu (2014) found that where research and data are used as part of high-quality ongoing professional development, they make a positive difference in terms of teacher, school and student performance. In the same way, participating in a research-practice partnership can benefit researchers by engaging with current educators and creating more impactful, relevant research. In addition, international school libraries, university affiliations or professional networks can provide access to high-quality, peer-reviewed journal articles. By reading and discussing recent research, educators can refine and test theories of action about how classrooms work and what improves learning. 

4. Action research is an efficient, accessible and powerful tool for change.

Action research supports educators inquiring into their own school contexts, providing an opportunity to bridge the gap between research and practice. School-based teams report that engaging in action research is empowering, giving them the confidence and competence to lead change in their schools. An emerging global research community can help expand the impact of individual research projects by facilitating the exchange of findings across schools. Over the past year, a number of international schools collaborated to design action research projects focused on multilingual learners, and educators from these school-based teams have shared:

• “This project kick started us into taking action to raise awareness around multilingualism in our school.”
• “I am seeing changes already through the collaborative process in access to materials for our multilingual learners – I can’t wait to keep going to improve the curriculum to enhance engagement.”
• Listen to international educators telling their action research stories here.

Action research can help schools grow in a number of sustainable ways. First, international school accreditation guidelines often encourage action research or collaborative inquiry to complement the self-study process. Second, schools might begin this journey by attending workshops designed to catalyze the action research process. Next, school-based teams might engage deeply in existing research about multilingual learners, inquiring together about shared problems of practice, or discussing innovative strategies for serving multilingual learners. And finally, after investigating an aspect of teaching multilingual learners or studying an innovation within their school community, action research teams can follow up by publishing an article or presenting at regional conferences. 

When used wisely and intentionally, research can transform classrooms – and schools. All students and teachers deserve the opportunity to leverage their multilingualism as a superpower. In international schools, we value inquiry and critical thinking for our students; as educators and school leaders, we must also collaboratively reflect, analyze and research for sustained innovation. By harnessing the power of disciplined inquiry through action research, we can bridge the gap between theoretical research and practical application. We encourage school leaders to identify thorny questions, and then partner with local and international universities to build capacity to use research evidence. Shared inquiry not only builds shared understanding, but shared commitment – to transforming classrooms, for all students.