Remember when early international schools focused primarily on teaching expatriate students in English? That time is fast disappearing, and international education isn't just changing, it's being completely transformed before our very eyes. Schools that recognize and adapt to this shift will thrive in the competitive international market with an embedded multilingual ecosystem; those that preserve the historical model risk becoming educational relics. Regardless of the level of prestige or reputation a school may boast, today's reality is that the future of international education undeniably belongs to institutions that can bridge languages, cultures, and communities in ways initially established international schools never imagined necessary.
The traditional paradigm of English-dominant instruction primarily serving expatriate families is rapidly becoming obsolete. This shift has been influenced by national policy changes, increased multilingual populations, and evolving student demographics post-COVID-19 (Carrington et al., 2018; Lowe, 2022; McKenzie, 2024). In many schools, multilingual learners (MLLs) now constitute the majority of students, host country families are actively seeking the global educational experiences found in international schools, and monolingual approaches no longer adequately serve our culturally and linguistically diverse communities (Simpkins, 2021). As Charles Darwin might observe if he were an educational consultant today: it is survival of the most sustainable and adaptable institutions.
As educational leaders, we must recognize and responsively address the changing demographics, clientele, and expectations in our international school communities. The call to action seems clear: we must evolve our practices and perspectives to effectively serve the needs of today's multilingual learners and their families. This necessitates a fundamental question: Who are these new interested and relevant parties, and what are their needs?
Today's international school classrooms are filled with multilingual students from diverse backgrounds, each possessing a wealth of linguistic assets. MLL diversity extends beyond language to encompass varied learning profiles, including students who are gifted, those who have learning disabilities, and importantly, those who exist at the intersection of these identities. For instance, a student may be both multilingual and gifted, requiring enrichment opportunities that are also linguistically accessible and culturally responsive. Conversely, an MLL may also have a learning disability, necessitating carefully designed instruction that supports both their language development and their specific learning needs. Recognizing and responding to this multifaceted diversity is crucial for creating truly inclusive and equitable learning environments. As García & Kleifgen (2019) emphasize, decades of research have repeatedly shown the cognitive, social-emotional, and academic benefits of multilingualism and translanguaging practices for all students. A recent comprehensive review of 34 international peer-reviewed articles on multilingual pedagogies in primary education further underscores these benefits for younger learners (Veerman et al., 2025). The long-held beliefs surrounding the supposed superiority of English-only immersion programs are being challenged as more educators recognize the inherent strengths multilingual learners bring to the international school environment.
"Their greatest strength—multilingualism, an undeniable superpower—is instead treated as a liability." (Allyn, 2025, p. 4)
It is time we actively leverage the linguistic "superpowers" present within our school communities and move decisively away from deficit-based, monolingual perspectives. When implemented thoughtfully and intentionally, dual language and bilingual approaches alongside other inclusive pedagogies have proven highly effective in international contexts (Figueras-Daniel & Barnett, 2024). Rather than pullout classes that segregate learners, integrated co-teaching and co-planning models allow language and learning specialists to collaborate in supporting multilingual learners, gifted students, and those with learning disabilities within mainstream classes in cost-effective ways. This collaboration is particularly vital for students who are both MLLs and gifted or who have learning disabilities. For these learners, instruction needs to be carefully differentiated to provide both the necessary language support and appropriate academic challenge or accommodations. Schoolwide professional development on translanguaging, scaffolding strategies, differentiation techniques, and understanding the characteristics of giftedness and learning disabilities can equip all teachers with tools to make content comprehensible and challenging for all learners, while affirming their diverse identities. By investing in building the capacity of all teachers to support language and neurodiverse learners, we avoid the pitfalls of overreliance on support staff. A compelling study in Portugal (Monteiro, 2025) highlights the critical need for enhanced teacher training and preparation to effectively accommodate this evolving linguistic landscape.
Just as educators and leaders should engage in continuous learning to ensure MLLs' needs are met, it is equally vital to engage our parent community in this evolving understanding. Some parents may hold outdated perspectives on language acquisition and express concerns regarding multilingual approaches, fearing potential hindrances to their child's English language development. As school leaders, we bear the responsibility of addressing these concerns by sharing robust research highlighting the multifaceted benefits of bilingualism. Numerous studies consistently demonstrate that multilingual students exhibit enhanced cognitive flexibility, problem-solving skills, creativity, better working memory, and greater cultural competence (Alisoy, 2024; Bialystok, 2011; Daud, 2024; Ng?c, 2024; Xia et al., 2022). In our globally connected world, the market competitiveness of multilingual graduates cannot be overstated. Moreover, well-designed programs that value and nurture bi/multilingualism result in increased academic achievement for all students, not solely language learners (Thomas & Collier, 2017). Genuine partnership with families is key in the development of a school culture that truly embraces holistic approaches to language diversity. By proactively providing resources, holding information sessions, and creating space for authentic dialogue, we can build parent understanding and support for asset-based approaches (Churchville, 2021).
Implementing new programs to support MLLs can indeed feel daunting, especially when budgets are tight and staffing is limited. School leaders may understandably question how to sustainably address the increasing linguistic diversity without a substantial increase in support staff. Hiring more specialists may seem to be the most logical approach to addressing increasing linguistic diversity, but this often creates an implausible financial burden. More sustainable and pedagogically sound strategies include increasing school-wide capacity and implementing well-structured, multi-tiered systems of support. As one school in Southeast Asia has demonstrated through their elementary school English as an Additional Language (EAL) program, this challenge can be reframed as an opportunity to build on existing assets and create a culture of shared responsibility. One cost-effective approach utilized by the Saigon South International School (SSIS) is leveraging the expertise of language teachers already on staff, positioning them as coaches and co-planners alongside general education colleagues. At SSIS, elementary school EAL teachers collaborate closely with grade-level teams through intentional scheduling and protected collaboration time. They co-design integrated supports and differentiated instruction to benefit MLLs in mainstream classes, as outlined in their "Collaboration Cycle" (Honigsfeld & Dove, 2017) model. The team collaborates with faculty to triangulate language assessments, classroom observations, and student work samples to identify patterns, guide targeted instruction, and monitor progress over time. Such a joint approach allows teams to acknowledge a shared responsibility for students and to maximize existing resources and expertise.
Another frequently underestimated resource is the wealth of multilingual knowledge that lies within our school communities. As Dr. Virginia Rojas (2020) emphasizes in her article In Response to English-Only: A Translanguaging Call to Action, we must validate and celebrate the linguistic and cultural assets each student and community member brings. Multilingual faculty, staff, students, and parents can serve as valuable cultural brokers, providing insights to ensure school practices are culturally responsive. At SSIS, for example, multilingual community members are invited to participate in a variety of activities, such as leading bilingual/multilingual read-alouds, assisting with co-assessment of primary language samples, supporting the creation of multilingual resources, and helping build bridges between home and school.
Creating cross-departmental teams to regularly analyze multiple data points through a linguistic lens can help schools develop targeted, tiered support systems. In addition, ongoing data collection and analysis helps educators to be mindful of potential biases in identification and assessment that might overlook giftedness in MLLs or misattribute language acquisition challenges to learning disabilities. As school leaders, we have a responsibility to broaden this understanding by sharing research on neurodiversity, gifted education, and learning disabilities, emphasizing the importance of culturally and linguistically responsive identification and support for all students.
The creation and maintenance of a comprehensive ecosystem for multilingual learners re-frames specialist support to a collective responsibility and as part of a school’s evolving identity. As school leaders, we possess the capacity to cultivate a paradigm shift in mindsets, promoting an educational climate in which MLLs are genuinely perceived as every teacher’s responsibility. By strategically leveraging community assets, empowering our language experts, and implementing data-driven collaboration, we can sustainably and effectively respond to the needs of our multilingual learners without the necessity of extensive additional support staff. This fundamental shift in perspective requires no financial investment, yet its impact yields immeasurable returns in terms of student success and belonging. The development and maintenance of a comprehensive ecosystem designed to support multilingual learners reframes specialist support as a collective responsibility and an integral aspect of a school's evolving identity. The transformation of an international school to fully embrace multilingualism is an ongoing journey, not a finite destination. While it demands sustained commitment, the process can be initiated through small, strategic steps that gradually build momentum over time.
Here are three actionable ways school leaders can begin this important work:
Take inventory of the linguistic assets within your school community. Survey students, staff, and families about the languages they mobilize (speak, read, and write) at home, school, socially, academically, etc. Go beyond initial intake forms or assumptions about home and primary languages; implement real-time surveys to accurately capture the dynamic linguistic diversity of your students and community members.
Create a choice board of low-stakes opportunities for your teachers to explore new strategies for supporting MLLs. This could include a book study, peer observations, participation in a professional learning community group, or partnership with a colleague to prototype a scaffolding technique. Combine school-wide initiatives with teacher choice and voice, recognizing that sustainable change thrives on continuous improvement, not mandated compliance.
Review and, if needed, update your school’s Language Development Policy and involve teachers, mid-level leaders, parents, students, and other relevant parties in the review process. Facilitate inclusive protocols that ensure all voices are heard and diverse perspectives are honored, developing a shared understanding of your school's language philosophy and organically improving your language policies.
Keep in mind that even the most incremental of changes can have a significant impact on MLL achievement and belonging. The crucial elements are first acknowledging the imperative for change and then committing to continuous improvement. As your school makes progress, don't forget to pause and celebrate your successes along the way. Tap the MLL experts— language teachers, high school students, and multilingual parents— in your own community. Seek out resources from organizations like The Educational Collaborative for International Schools (ECIS) and World-class Instructional Design and Assessment (WIDA) International.
Our international schools will not be returning to a time at which students and communities were monolingual expatriates; as such, moving forward into a more multilingual future, while challenging, is necessary work. Unquestionably, the international schools that will thrive in the coming years will be those that proactively embrace the increasing linguistic diversity of their student and parent communities. Are you currently grappling with these critical issues within your own international school context? Please know that you are not alone.
References
Alisoy, H. (2024, November 12). Multilingualism and cognitive flexibility: Insights from neuroscience and linguistics. Global Spectrum of Research and Humanities. https://www.researchgate.net/publication/385746426_Multilingualism_and_Cognitive_Flexibility_Insights_from_Neuroscience_and_Linguistics
Allyn, P. (2025, January). 3 literacy strategies for bringing joy to multilingual learning. ASCD. https://ascd.org/blogs/3-literacy-strategies-for-bringing-joy-to-multilingual-learning
Carrington, S., Tangen, D., & Beutel, D. (2018). Inclusive education in the Asia Indo-Pacific region. International Journal of Inclusive Education, 23(1), 1–6. https://doi.org/10.1080/13603116.2018.1514727
Churchville, A. (2021, September 13). The 3 e’s of Authentic Parent Partnership for Gifted Students. AMLE. https://www.amle.org/the-3-es-of-authentic-parent-partnership-for-gifted-students/
Daud, R. (2024). The cognitive benefits of speaking multiple languages. European Journal of Linguistics, 3(4), 1–16. https://doi.org/10.47941/ejl.2055
Lowe, C. (2022). Enrollment trends in international schools. The International Educator (TIE Online). https://www.tieonline.com/article/3224/enrollment-trends-in-international-schools
McKenzie, L. (2024, October 31). East Asia’s stalling international schools market. ISC Research. https://iscresearch.com/east-asia-stalling-international-schools-market/
Monteiro, S. A. A. (2025). Teacher Professional Development in Multilingual and Multicultural School Contexts: A quantitative study. Cuadernos de Educación y Desarrollo, 17(4), e8056–e8056. https://doi.org/10.55905/cuadv17n4-091
Ngc, N. V. (2024). The impact of multilingualism on second language acquisition: A study of cognitive and linguistic proficiency among ethnic minority groups. International Journal of Social Science and Human Research, 07(10). https://doi.org/10.47191/ijsshr/v7-i10-53
Simpkins, P. (2021). The international school student profile The 2021 Report.
Veerman, E., Danbury, E., Duarte, J., & Gaikhorst, L. (2025, March 18). A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education. Taylor & Francis. https://www.researchgate.net/publication/389966225_A_systematic_review_of_empirical_studies_into_multilingual_pedagogies_and_their_outcomes_in_primary_education
Xia, T., An, Y., & Guo, J. (2022). Bilingualism and creativity: Benefits from cognitive inhibition and cognitive flexibility. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1016777
García, O., & Kleifgen, J. A. (2019). Translanguaging and Literacies. Reading Research Quarterly, 0(0), 1–19. https://ofeliagarciadotorg.wordpress.com/wp-content/uploads/2019/12/garciakleifgen-translanguaging-and-literacies.pdf
Figueras-Daniel, A., & Barnett, W. S. (2024, May 16). Implementing Dual Language Immersion Programs with Intentionality. National Institute for Early Education Research. https://nieer.org/research-library/implementing-dual-language-immersion-programs-intentionality
Dove, M. G., & Honigsfeld, A. (2017). Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (1st ed.). Corwin.
Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale, 65(4), 229–235. https://doi.org/10.1037/a0025406
Collier, V. P., & Thomas, W. P. (2017). Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research. Annual Review of Applied Linguistics, 37, 203–217. https://doi.org/10.1017/S0267190517000034
Rojas, V. (2022, November 9). In Response to English-Only: A Translanguaging Call to Action. The International Educator (TIE Online). https://www.tieonline.com/article/3361/in-response-to-english-only-a-translanguaging-call-to-action
Ceci Gomez-Galvez is in her sixth year at Saigon South International School as the elementary school EAL coordinator. She is a dedicated collaborator, coach, and advocate committed to empowering educators to create equitable and inclusive learning opportunities for multilingual learners. Born and raised in Guatemala City, Ceci grew up in a bilingual household where languages were equally cherished, a value deeply instilled by her family. Ceci draws inspiration from her upbringing and extensive experience in international schools to lead educators in designing culturally responsive programs that ensure equitable access for all learners. Passionate about fostering meaningful change in education, Ceci combines expertise with empathy to champion practices that celebrate linguistic and cultural diversity.
Anita Louise Churchville previously created and coordinated special and gifted education programs at the American School of Bombay, the American School of Doha, and Academia Cotopaxi. She is the founder of the High Ability | Gifted and Talented (HAGT) Collaborative, an organization dedicated to serving the needs of highly able learners in international schools. She hosts an annual summit, offers comprehensive school audits, professional development online courses for educators, advocacy support for parents, enrichment opportunities for students, and consultancy for school development.
LinkedIn: https://www.linkedin.com/in/anita-churchville-27a1b0ab/
