Exploring language development of multilingual learners through parents’ and teachers’ accounts in an international school

Abstract

This study focuses on the perspectives of parents and teachers on mainly the challenges multilingual learners encounter, the opportunities available to the latter and the crucial roles of these stakeholders (parents and teachers), in their interactions with the language development trajectories of the learners. The increasing prevalence of international schools have led to a growing population of students who, due to geographical mobility, must adapt to new educational environments, which include learning and development of skills in additional languages. While many of these learners speak multiple languages, they are still often required to acquire the dominant language of their host community, navigating complex sociolinguistic, linguistic, educational, cultural, physical, emotional, and metalinguistic challenges. Grounded in Lev Vygotsky’s Sociocultural Theory (SCT) and Zone of Proximal Development (ZPD) and other frameworks linked to the former theory, these concepts underscore the significance of social interactions and cultural integration in learning and language development. This research employs a generative qualitative approach. Through semi-structured interviews, parents and teachers provide valuable insights and accounts into the experiences of multilingual learners, highlighting the necessity of collaboration between educators and families. The findings underpin the significance of the need for continuous professional development for educators and affirm the widespread recognition of multilingualism as an asset that should be actively preserved and nurtured.