Author: Amanda Archbald
-
Are our systems designed only for native speakers?
by
Content
Are Our Systems Designed Only For Native Speakers? by Amanda Archbald For many multilingual pupils, school is not only about learning new ideas. It is about learning those ideas through a language that is still developing. In many international schools, English is the language of instruction. Classrooms operate in English, resources are written in English,…
-
Understanding Language Influence: French and English
by
Content
Understanding Language Influence: French and English French and English share a long historical relationship, and many words in the two languages have similar origins. Despite this connection, differences in pronunciation, spelling patterns and grammar can influence how French speakers use English in the classroom. Understanding these linguistic differences can help teachers interpret language patterns more…
-
Understanding Language Influence: Spanish and English
by
Content
Understanding Language Influence: Spanish and English Spanish is one of the most widely spoken languages in the world and is commonly represented in multilingual classrooms. While Spanish and English share historical connections, important differences in pronunciation, spelling and grammar can influence how Spanish speakers approach English learning. Understanding these linguistic patterns can help teachers recognise…
-
Understanding Language Influence: Mandarin and English
by
Content
Understanding Language Influence: Mandarin and English Mandarin Chinese is the most widely spoken language in the world, and many multilingual pupils encounter English alongside Mandarin in their educational journeys. Because Mandarin differs greatly from English in its writing system, sound patterns and grammar, these differences can shape how learners approach English reading, writing and pronunciation.…
-
Understanding Language Influence: Urdu and English
by
Content
Understanding Language Influence: Urdu and English Urdu is widely spoken across South Asia and within many international school communities. Pupils who hear or use Urdu regularly often navigate between multiple languages, and these linguistic experiences can influence how English is pronounced, structured and written. Recognising how Urdu interacts with English can help teachers interpret language…
-
Understanding Language Influence: Hindi and English
by
Content
Understanding Language Influence: Hindi and English Hindi is one of the most widely spoken languages among multilingual pupils in international schools. Even when English is the language of instruction, exposure to Hindi at home and in the community can shape how pupils approach pronunciation, spelling and sentence structure in English. Understanding the linguistic features of…
-
Understanding Language Influence: Arabic and English
by
Content
Understanding Language Influence: Arabic and English In multilingual classrooms across the Middle East, many pupils hear Arabic regularly at home or in their communities, even when English is the primary language of schooling. These experiences shape how pupils approach English pronunciation, spelling and sentence structure. Understanding the linguistic features of Arabic can help teachers recognise…
-
Supporting Multilingual Children During Distance Learning: What Parents Can Do at Home
by
Content
Supporting Multilingual Children During Distance Learning: What Parents Can Do at Home by Amanda Archbald Periods of uncertainty can place pressure on families in many different ways. When schools move to distance learning, parents often find themselves supporting lessons, routines and emotional wellbeing all at once. For multilingual families, an additional question often emerges. How…
-
Why PASS Data Matters More Than We Think
by
Content
Why PASS Data Matters More Than We Think by Amanda Archbald In schools, we are very comfortable talking about grades. We analyse NGRT scores.We track CAT4 profiles.We monitor predicted outcomes and intervention impact. What we do far less confidently is talk about how a pupil feels about themselves as a learner. And yet, confidence is…
-
Inclusion Begins at Recruitment: Are We Asking the Right Questions?
by
Content
Inclusion Begins at Recruitment: Are We Asking the Right Questions? by Amanda Archbald It is peak hiring season. Across the UAE, schools are interviewing, shortlisting and appointing teachers for the next academic year. Conversations centre around curriculum knowledge, examination results, experience with British, American or IB frameworks and subject specialism. Yet there is a quieter…
You must be logged in to post a comment.