Abstract
Schools that are situated internationally but adhere to a national curriculum face unique challenges in delivering a national curriculum replete with language and culture expectations and delivered primarily by monolingual/monocultural teachers to the linguistically and culturally heterogeneous populations in their classrooms. The British School of Amsterdam is no exception to this paradigm, but has chosen to embrace and support their students’ other languages rather than taking the all-too-common “English-only” pathway. They embarked on a multiyear journey to understand the needs of their language learners and support in both home language and school language growth. This chapter showcases their journey.
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Crisfield, E. (2018). Moving from “English Only” to Multilingual Empowered: The British School of Amsterdam. In: Linguistic and Cultural Innovation in Schools. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-64382-3_6
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DOI: https://doi.org/10.1007/978-3-319-64382-3_6
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