The Importance of International Schools

Background of International Schools

International schools are found all around the world. In most case, international schools use English as the medium of instruction. Originally, they have been created to allow the children of expatriates to receive their education in their mother tongue. They have been also found to create a mutual understanding and peace among people of different cultures.

According Hyden (2006), the origin of international schools is debatable. The international schools of Geneva and Yokohama that existed in 1924 were considered the first international schools. However, Sylvester (2002) claimed that the first international school existed in 1866. This school was the International College at Spring Grove, in London. Moreover, Maurice (2007) pointed out that some schools were found through the efforts of embassy staff such as Djakarta International Primary School in 1951 which was founded by US Embassy. After the World War II , the efforts of expatriates from advanced countries working abroad resulted in establishing more international schools. Gradually, in some non-English speaking countries, the parents wanted their children to learn at international schools. They believed that receiving education English means better life choices.

The number of students all over the world attending international schools has increased. Since English is the language of education at these schools, some schools offer ESL classes for those whose English is not their first language. Other schools did not provide additional classes in English. They overlooked the importance of student's mother tongue in their cognitive development. However, few international schools have applied specific systems to deal with differences among students in languages and cultures (Maurice 2007).

Classifications of International Schools

There is no one single definition of international schools. Moreover, Pearce‏ (2013) claimed that international schools shared a common characteristic that "they offer a curriculum that is not of the host country"( p.4).

Trewilliger (1972) mentioned four conditions for schools to be considered international: they should contain a large number of students who are not citizens of the host country; national and foreign directors to serve the students; staffing policy that makes teachers able to guide students to adjust to the new cultural and social situation; the academic content introducing students to national systems of the host country. However, Hyden (2006) argued that international schools vary according to the various authorities. Therefore, it impossible to identify general conditions of these schools.(Hyden,2006)

Other researchers attempted to classify international schools into groups. For example, Pearce‏