Clayton W. LEHMAN

367

Resources for ELLs in International Schools: A Non-profit and Forprofit Comparison

The number of for-profit international schools is rising as the international school market continues to grow. While traditionally being non-profit and serving expatriates, international school enrollment now predominately consists of locally enrolled students, many of whom are English language learners (ELLs). As the industry becomes more and more profit-driven, there is mounting concern about how much money is being reinvested back into the schools. The purpose of this study was to explore differences in the provision of resources for working with ELLs between international schools in East Asia that are non-profit and for-profit. Areas explored include teacher preparation, digital media, instructional resources, library materials, and designated teaching space for working with ELLs. This quantitative survey-based study had 533 participants who were working in international schools in East Asia. The findings of this study revealed that instruction of ELLs in nonprofit international schools tends to be less likely to be hindered due to a shortage or lack of resources for working with ELLs compared to for-profit international schools.
Anahtar Kelimeler:

International schools, ELLs, for-profit schools, non-profit schools

Resources for ELLs in International Schools: A Non-profit and Forprofit Comparison

The number of for-profit international schools is rising as the international school market continues to grow. While traditionally being non-profit and serving expatriates, international school enrollment now predominately consists of locally enrolled students, many of whom are English language learners (ELLs). As the industry becomes more and more profit-driven, there is mounting concern about how much money is being reinvested back into the schools. The purpose of this study was to explore differences in the provision of resources for working with ELLs between international schools in East Asia that are non-profit and for-profit. Areas explored include teacher preparation, digital media, instructional resources, library materials, and designated teaching space for working with ELLs. This quantitative survey-based study had 533 participants who were working in international schools in East Asia. The findings of this study revealed that instruction of ELLs in nonprofit international schools tends to be less likely to be hindered due to a shortage or lack of resources for working with ELLs compared to for-profit international schools.
Keywords:

International schools, ELLs, for-profit schools, non-profit schools,

PDF

___

  • Boffey, D. (2011). Free schools: Private firm Cognita ‘milked profits’. The Guardian. Retrieved from https://www.theguardian.com/education/2011/apr/10/private-firm-profits-free-schools
  • Bunnell, T. (2014). The changing landscape of international schooling: Implications for theory and practice. New York, NY: Routledge.
  • Bunnell, T. (2016). International schooling: Implications of the changing growth pattern. In M. Hayden & J. Thompson (Eds.), International schools: Current issues and future prospects (pp. 215-235). Oxford, UK: Symposium Books Ltd.
  • Bunnell, T. (2019). Leadership of ‘messy, tense International Schools’: the potential scope for a fresh, positive lens of inquiry. International Journal of Leadership in Education, 1-13. doi:10.1080/13603124.2019.1690708
  • Carder, M. W. (1991). The role and development of ESL programmes in international schools. In P. Jonietz & D. Harris (Eds.), World yearbook of education 1991: International schools and international education (pp. 6- 14). London, UK: Kogan Page Ltd.
  • Carder, M. W. (2011). ESL in international schools in the IBMYP: The elephant under the table. International Schools Journal, 31(1).
  • Carder, M. W. (2013). Managerial impact on programmes for second language learners in international schools. Retrieved from http://mclanguage.tripod.com
  • Creese, A. (2005). Teacher collaboration and talk in multilingual classrooms. Clevedon, Avon: Multilingual Matters.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Allyn & Bacon.
  • Crisfield, E. (2017, January 11). Language in international schools: Moving away from the monolingual monolith [Blog post]. Retrieved from www.cois.org.
  • Custer, S. (2016, June 10). The rise and rise of the international high schools market. The News. Retrieved from http://thepienews.com
  • Dearden, J. (2014). English as a medium of instruction–a growing global phenomenon: Phase 1. London: British Council.
  • Echevarria, J., & Graves, A. (1998). Sheltered content instruction. Teaching English language learners with diverse abilities. Boston, MA: Allyn & Bacon.
  • Emmett, T. (2017, February 25). England’s private schools take Asia by storm. The Diplomat. Retrieved from https://thediplomat.com/2017/02/englands-private-schools-take-asia-by-storm/
  • Espinoza, J. (2018, September 3). Jacobs buys private schools group Cognita for £2bn. Financial Times. Retrieved from https://www.ft.com/content/e2fc6876-af6b-11e8-99ca-68cf89602132
  • Freeman, D., & Freeman, Y. (1988). Sheltered English instruction. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics Washington D.C. (ERIC NO. ED301070).
  • Garner, D. (1990). The international school ESL challenge. In E. Murphy (Ed.), ESL: A handbook for teachers and administrators in international schools (pp. 1-10). Clevedon, PA: Multilingual Matters Ltd.
  • Harris, R. (2000). Rethinking writing. Bloomington, IN: Indiana University Press.
  • He, J., & Kubacka, K. (2015). Data comparability in the teaching and learning International survey (TALIS) 2008 and 2013 (OECD Education Working Papers, No. 124). Paris, France: OECD. doi:10.1787/5jrp6fwtmhf2-en
  • Holderness, J. (2001). Teaching and managing English as an additional or second language in international schools. In S. Blandford & M. Shaw (Eds.), Managing international schools (pp. 63-79). London: RoutledgeFarmer.
  • ICEF Monitor. (2013). International school enrolment on pace to reach $60 billion by 2022. Retrieved from http://monitor.icef.com
  • Independent Education Today. (2016). Huge global demand for English-medium K-12 education. Independent Education Today. Retrieved from https://ie-today.co.uk
  • ISC Research. (2016, July). Huge global demand for English-medium K-12 education. International School Consultancy. Retrieved from http://www.iscresearch.com
  • ISC Research. (2019). ISC research. ISC Research. Retrieved from https://www.iscresearch.com/
  • Jernudd, B.H. (1982). Language planning as a focus for language correction. Language Planning Newsletter 8(4), 1-3. Retrieved from http://languagemanagement.ff.cuni.cz
  • Jimenez, V. (2018). Cognita reveals HY bond leg for Jacobs’ €2.3m buyout. GlobalCapital. Retrieved from https://ebscohost
  • Kalinowski, F., & Carder, M. (1990). Setting up the ESL department. In E. Murphy (Ed.), ESL: A handbook for teachers and administrators in international schools (pp. 18-46). Clevedon, PA: Multilingual Matters Ltd.
  • Krashen, S. D. (1981). Second language acquisition and second language learning. [Digital version]. Retrieved from http://www.sdkrashen.com/
  • Krashen, S. (2004). The power of reading: Insights from the research (2nd ed.). Portsmouth, NH: Libraries Unlimited.
  • Krashen, S. (2018). Do libraries and teacher librarians have the solution to the long-term English language learner problem? CSLA Journal, 41(2), 16-19.
  • Lehman, C.W. & Welch, B. (2020). Second language acquisition instructional models in English-medium international schools in East Asia. Manuscript submitted for publication.
  • Lewandowski, N. (2012, January 5). International education is becoming a goldmine. Retrieved from https://expatmarketing.com
  • Machin, D. (2014). Professional educator or professional manager? The contested role of the for-profit international school principal. Journal of Research in International Education, 13(1), 19-29. doi:0.1177/1475240914521347
  • McHugh, M. L. (2013). The Chi-square test of independence. Biochemia Medica, 23(2), 143-149. doi:10.11613/BM.2013.018
  • Murphy, E. (1990). Organizing the ESL programme: Which model to choose? In E. Murphy (Ed.), ESL: A handbook for teachers and administrators in international schools (pp. 1-10). Clevedon, PA: Multilingual Matters Ltd.
  • Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401-427. doi:10.2307/3587691
  • Salkind, N. J. (2013). Statistics for people who (think they) hate statistics (3rd ed.). Thousand Oaks, CA: SAGE Publications.
  • Scarborough, W. (2015, February 19). For-profit and non-profit schools: A view from Singapore American School. The International Educator. Retrieved from https://www.tieonline.com/article/1536/for-profitand-non-profit-schools-a-view-from-singapore-american-school
  • Sears, C. (1990). Some common difficulties and how they can be avoided. In E. Murphy (Ed.), ESL: A handbook for teachers and administrators in international schools (pp. 131-146). Clevedon, PA: Multilingual Matters Ltd.
  • Shoebottom, P. (2009). Academic success for non-native English speakers in English-medium international schools: The role of the secondary ESL department. NALDIC Quarterly, 7(1), 13-18. Retrieved from www.naldic.org.uk
  • Spolsky, B. (Ed.). (2012). The Cambridge handbook of language policy (pp. 3-15). Cambridge: Cambridge University Press.
  • Squire, J.R. (2008). English language learners: A policy brief produced by the National Council of Teachers of English. Retrieved from www.ncte.org
  • The Economist Staff. (2014, December 20). The new local; international schools. The Economist. Retrieved from https://www.economist.com
  • Ward, O. (2017, May, 2017). Education for the elites in ASEAN. ASEAN Today. Retrieved from aseantoday.com
  • Warrell, H. (2017, November 4). Cognita schools chief puts trust back in private model. Financial Times. Retrieved from https://www.ft.com/content/b6a675da-c09e-11e7-9836-b25f8adaa111
  • Waterson, M. (2015). An analysis of the growth of transnational corporations operating international schools and the potential impact of this growth on the nature of the education offered. University of Bath Department of Education Working Papers Series, No. 2015/12.
The Universal Academic Research Journal-Cover
  • ISSN: 2717-9133
  • Başlangıç: 2019
  • Yayıncı: Necmettin Erbakan Üniversitesi
Arşiv
Sayıdaki Diğer Makaleler

Comparism of Item Difficulty and Discrimination of Pre And Post University Entrance Examinations in Nigeria

Adamu Chidubem DEBORAH, Babatimehin TEMİTOPE, Adeoye OLUSEYİ PETER

Difficulties in Achieving the Goals of Secondary Religious Culture and Moral Knowledge Course

Yasemin AKKUŞ

Evaluation of Distance Education: The Sample of Guidance and Counseling Students (Example of Aksaray University)

Savaş KARAGÖZ

Resources for ELLs in International Schools: A Non-profit and Forprofit Comparison

Clayton W. LEHMAN

Women and Education: The Challenges in Education Process

Aysel KAHRAMAN