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The articles presented in TIE are a reflection of the variety of perspectives... (click for more)

LANGUAGE

Sunday, 5 April 2026
From Identity Theft to Asset Framing


From Identity Theft to Asset Framing
By Jon Nordmeyer
Mar 2026
Labeling multilingual learners by English proficiency undermines identity; systemic change fosters inclusion, competence, and equitable learning...

Designing Math Instruction to Intentionally and Effectively Include Multilingual Learners


Designing Math Instruction to Intentionally and Effectively Include Multilingual Learners
By Jessica McArdle
Feb 2026
Functional linguistics can help teachers design accessible and inclusive math lessons for multilingual learners...

From Actions to Results: Language Based Teaching Strategies


From Actions to Results: Language Based Teaching Strategies
By Scott Eder
Feb 2026
A practical framework linking instructional actions, teacher competence, and student motivation to ethical, evidence-based language teaching and meaningful learning outcomes...

Multilingualism Is Not Support for Some; It Is Pedagogy for All


Multilingualism Is Not Support for Some; It Is Pedagogy for All
By Natasha Sarah Vinales
Mar 2026
An educator’s journey from EAL to multilingual pedagogy shows how translanguaging and asset-based practice build belonging, equity, and learning for all...

International Mother Language Day: Embracing a More Expansive Vision of Language


International Mother Language Day: Embracing a More Expansive Vision of Language
By Jacob Huckle
Feb 2026
International Mother Language Day serves as a reminder that we need to go beyond tokenistic or superficial celebrations of diversity...


What Pans Out? Teaching Science to Multilingual Learners


What Pans Out? Teaching Science to Multilingual Learners
By Somaira Bilal
Feb 2026
Small modifications in teaching strategies can improve accessibility in science education while upholding high standards...


+ 2026
By Scott Eder
28-Jan-26
The R = A × C × M framework for teaching language integrates pedagogical actions, instructor competence, and student motivation to predict and enhance learning outcomes… ..more
By Jon Nordmeyer
14-Jan-26
Investment in instructional scaffolding can empower all teachers to design and use approaches that balance challenge and support... ..more
+ 2025
By Anita Louise Churchville and Ceci Gomez-Galvez
08-Oct-25
A research-based look at why we must shift from English-only to multilingual approaches, leveraging students' linguistic assets for sustainable success... ..more
By Anthony Harris
29-Jan-25
Learners face many challenges in second language acquisition. Strategies for building self-esteem and success for multilingual learners… ..more
By Dr. Jennifer Sylvester
10-Dec-25
When Western SEL programs enter East Asian classrooms, cultural gaps emerge. Teachers share how to adapt SEL so it truly resonates across cultures... ..more
By Dr. Virginia Rojas
19-Nov-25
Exploring opportunities to make the often-repeated but inaccurate mantra that “every teacher is a language teacher” a potential reality… ..more
By Jon Nordmeyer and Dr. Virginia Rojas
24-Sep-25
EAL is no longer enough. Discover why schools need to evolve EAL teachers into multilingual learning specialists to meet the needs of diverse learners... ..more
By Yulia Akhmetova
10-Sep-25
Although multilingualism and translanguaging may be allowed or even celebrated symbolically, pedagogical practices largely remain monolingual... ..more
By Megan Vosk and Shafali
16-Jul-25
Embrace multilingualism with inclusive practices and practical strategies that empower learners, support teachers, and celebrate language diversity... ..more
By Mayuko Perkins and Beth Puma
21-May-25
What if “every teacher is a language teacher” wasn’t a slogan but a schoolwide commitment to multilingual learners’ success... ..more
By Conny Brock
10-Sep-25
It's important to occasionally return to the learner’s seat: to stumble, to stretch, to grow. Learning a student’s language is about fulfilling a universal need to make others feel seen and understood... ..more
+ 2024
By Saqib Rasib
28-Feb-24
Bilingual language support can enhance academic success and contribute to the cultivation of essential leadership traits… ..more
By Scott Eder
31-Jan-24
Exploring the key advantages, potential drawbacks, and striking a balance to maximize the effectiveness of Content and Language Integrated Learning… ..more
By Susi Pucci
31-Jan-24
A peek into the deep skillset of the English as an Additional Language Specialist… ..more
By Miyori Takano
19-Jun-24
A personal reflection on the impact of hegemonic language ideologies in international schools and the benefits of translanguaging… ..more
By Dr. Samantha Olson-Wyman and Dr. Esther Bettney Heidt
17-Jan-24
Exploring language ideologies, how they might impact multilingual school communities, and how to shift toward more inclusive beliefs about language… ..more
+ 2023
By Christian Polizzi
24-May-23
Reflecting on the research, benefits, and desired outcomes, the advantages of the program are tangible and warrant the challenges faced… ..more
By Tiffany Crook
25-Oct-23
Alegria, the English language acquisition program, symbolizes a new beginning, reflecting the dawn of new opportunities, growth, and journeys… ..more
By Sarah Y. Ko
10-May-23
We have the privilege and power to teach and advocate in a way that undoes some of the wrong in our world: reflect on biases, determine gaps, and collaboratively plan… ..more
By Noria (ia) Adam-Lim
26-Apr-23
Our mindsets must shift from disadvantage to advantage, intervention to inclusion, monolingual to multilingual, equality to equity… ..more
By Raquel Parra and Dr. Yujiro Fujiwara
12-Apr-23
Incorporating social media into language instruction has been found to have several benefits for language learners… ..more
By Yeji Kloosterman and Matthew Kloosterman
27-Sep-23
Due to the nature of working with people from different nations, cultures, and backgrounds, defining the term “international” is challenging... ..more
By Stephanie Drynan, Dr. Esther Bettney Heidt, and Jon Nordmeyer
26-Apr-23
A reflection on developing a dual language program with hopes of informing how to move toward more inclusive approaches to language education… ..more
By John Frame
15-Mar-23
Education already has enough of its own jargon with which teachers need to grapple without corporate language infiltration adding more complications… ..more
By Alysa Perreras and Matt Hajdun
01-Feb-23
Guiding questions to invite schools to analyze their current language policies with a DEIJ lens… ..more
+ 2022
By Dr. Virginia Rojas
09-Nov-22
A call for us to rethink the oppositional intentions of English only vs. translanguaging in school policies and classroom practices… ..more
By Jon Nordmeyer
09-Nov-22
Understanding the implications of EAL fees on students, teachers, classrooms, and overall equity helps us move toward improving this system… ..more
+ 2021
By Lori Langer de Ramirez and Martina Mencer Salluzzo
06-Jul-21
During the Covid crisis, language teachers worked to expand our digital toolkit and find ways to connect our students with the world outside our Zoom rectangles. ..more
By Alexandra Ritt Gustad & Esther Bettney
11-May-21
Translanguaging is the adaptable way in which multilingual people use their languages to communicate. As the action and practice of using a person’s full linguistic repertoire to construct meaning, we should be deploying this approach more broadly with our students. ..more
By Bonnie Billak
15-Mar-21
After months of virtual classes, students have become accustomed to being at home with parents. Now that schools are reopening, special attention needs to be focused on ESL students to ensure that the transition from virtual to face-to-face classes is a smooth one. ..more
+ 2020
By Gregory R. van Goidtsnoven
22-May-20
Learning a foreign language is not simply about understanding the vocabulary, and it requires much more than simply the ability to “pass.” These reductive perceptions don’t begin to take into account the complexity of systems at work in language development. ..more
By Francis T Chapuredima
06-May-20
As an educator, my blood boils when I see job specifications that strongly state “all applicants except those from [insert host country] must be native English speakers from the U.S., Canada, U.K., Australia, New Zealand, or South Africa." Schools should not restrict the pool of applicants to those hailing from a handful of countries. ..more
By Miles McFall
22-Apr-20
When the decision to expand the Dalian American International School program offerings to include a bilingual school for Chinese nationals was made in 2017, we asked: What do we value? What do we mean when we say we’re a “bilingual” school? How do the influences of culture on individuals and systems inform our planning? ..more
By Andrea Honigsfeld & Jon Nordmeyer
08-Apr-20
Some international teachers have been in virtual school for months, while for others it is a new experience. This article will share some key takeaways from what are we learning about international schools maintaining collaboration in support of English Learners (ELs). ..more
+ 2019
By Gregory R. van Goidtsnoven
13-Nov-19
With the emergence of a robust Asian market in global economics, the role of “English language” skills has been placed at the forefront of competitive and effective business strategies. What English should be taught? How should we teach it? ..more
By Anne Keeling
03-Apr-19
Latest market trends from ISC Research on international education in China show that the international private schools market has grown substantially due to an increasing demand from Chinese parents for an international, bilingual approach to learning for their children. ..more
By Maurice Carder
22-Mar-19
Detailed, long-term research shows that a professional program of second language instruction is the key element allowing second language students to develop their English. However, many international schools have found it more convenient to follow national models of the Anglosphere. ..more
By Shwetangna Chakrabarty
01-Feb-19
As an international school teacher, my biggest challenge is to cater to the needs of a diverse population of students from all over the world. At the same time, my greatest teaching asset is precisely the diversity of the student population! ..more
+ 2018
By Bonnie Billak
19-Oct-18
With proper instruction and scaffolding, EAL students at all proficiency levels are capable of and should attempt the same work assignments as their peers. Sometimes they even excel in the process. ..more
By Ettie Zilber
28-Jul-18
If songs are so socially and emotionally engaging and so instrumental in the cognitive and physical development of children’s first language, think of how useful they could be in teaching and learning multiple languages. ..more
By Bonnie Billak
19-Jan-18
It is common practice for schools to test student proficiency levels in a variety of subject areas at all grade levels. Should assessing the English proficiency level of Early Childhood students be added to this battery of testing? ..more
By Bonnie Billak
03-Jan-18
Three of the most common challenges among ESL programs worldwide are space, scheduling, and staffing. Let’s take a closer look at the characteristics of each challenge and explore some possible ways to approach its resolution. ..more
By Brett Snipes and Christine Xu
23-Mar-18
For the seventh year in row, YCIS Beijing was selected to host local teachers at our Honglingjin Park campus to observe classroom lessons and learn more about the unique learning communities and bilingual co-teaching model on offer for students. ..more






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The International Educator (TIE) is a non-profit organization committed to matching highly qualified educators with international schools around the world. For more than 30 years, TIE has been the most comprehensive service for securing a job in an international school. TIE is dedicated to advancing the highest professional teaching standards and promoting diversity, equity, and inclusion in the international school community.

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