International Education and the Chinese Learner by Gordon Slethaug, Janette Ryan

By Gordon Slethaug, Janette Ryan

This number of essays target at fostering dialogue in regards to the progress of overseas schooling and the chinese language learner among educators from colleges and universities in Hong Kong and overseas. those essays are either theoretical and sensible, coming outof the direct stories of these who've been instructing chinese language beginners in overseas contexts.

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The breakdown of the colonial system after World Wars I and II put financial pressure on these schools, but that slack has been taken up recently by students coming from all over the world to be educated in what is considered to be an excellent English-speaking British environment. The schools now are much more multicultural and intercultural than they once were, but their mandate generally is still to teach in the language of the country where the boarding school is located and to educate the students out of the traits and customs of their home countries.

Irrespective of their national background, people began to look openly for international schools that could offer a certain lifestyle, deliver high-quality education, and educate and train the children in skills for globalization so that they would be assured of getting into the best universities in Australia, Canada, the UK, and the USA. National origin was not the driving concern or, for most, even a consideration as international schools increasingly became “departure lounges” for university destinations (Yamato and Bray 2006, 60).

One of the principal reasons that educators and parents like the IB program is that it attempts to be ideologically neutral. James MacDonald of the Yokohama International School maintains that the “growth and success” of the IB program is “linked to globalization,” but “not driven by economic factors and is free from the dogma of politics and religion” (“Lifelong” 2007, 11). This means that it is adaptable to national schools but does not require any particular national creed or faith agenda, though it can be argued that teaching in English and requiring English-learning proficiency is certainly ideological — but that is almost a given requirement for the majority of international schools.

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