Affiliation:
1. University of Wisconsin, USA
2. Dulwich College, Beijing, China
Abstract
This chapter explores language policies in international schools with English as the primary medium of instruction. As international education in Asia becomes a popular choice for many students and families, issues of language equity and multilingualism intersect with policy design. This chapter advocates for the decolonization of international education by shifting from a restrictive and monolingual lens to embracing linguistic diversity through a multilingual lens. The chapter discusses various models for English language support and home language support, and then examines the challenges of language policy design. Finally, the chapter suggests ways instructional leaders can craft more inclusive language policies, providing examples from various international contexts.