Lost in translation of international schools

Divia Nafisaputri, Yuni Sari Amalia 

When it comes to mind about International Schools---the idea was about a prime and elite academic curriculum, aimed to polish the student to be ready and qualified in the international world. It's no farther from the truth. In the 60s, Bob Leach---the head of history at the International School of Geneva alongside the International Schools Association (ISA) defined International School as---a culturally diverse, internationally mobile student and governing body with no one national group or government in control. Together with education for intercultural understanding and awareness of global issues. 

Kumar (2024) find how it's uncommon how most of the students who are enrolled within the school, were trained in relation and to appeal accordingly to the cultural vision and mission, commonly related to the United Nations (UN)---the general workfield where their parents work. Nowadays, International Schools have become a popular option and gained a rapid global growth across the whole world. It is a dream for parents as an ideal school---with the amount of qualified staffs, resource, and facility. With diverse teacher, staffs, and students from multi-national backgrounds. 

International school generally differ their school curriculum in comparison to the public or few private school in the area. The school curriculum followed the International School Curriculla, following a similar pattern with the definition before. This curriculum focuses as an education that connect everyone around the world. As such, there are many variety of teaching and learning styles as this curriculum allows the school to take ideas from many places to provide their students with understanding of the world. Some popular examples include the International Baccalaureate (IB), Cambridge International Examinations (CIE), and Advanced Placement (AP).

These curriculums emphasize in constructing and nurturing the students critical thinking, problem-solving, and global understanding---by offering a wider range of subjection options compared to the national curriculum. Additionally, with the school adapted into various teaching and learning styles. These styles utilize a more personalized approach and closer observation of the students. The amount of money to garner quality resources and staff. 

This goes into the communication, between the school, children, and parents. They established one main language as the source of communication. From today.UK news, written by Ursell (2017) finds how the most common used is English as an established international language, while the native language of the students (other than English) instead was used as a second language. Even if there is an additional second languages---that is native to the area, while used and taught, it is used for the student's individual enhancement. 

However, for students who are entirely new to the school culture or curriculum or the area. This may pose a challenge as they may face language barriers or cultural differences, furthermore impacted by mental health, stress, previous educational difficulities, and financial limitations. Additional concerns, pressures, and expectations from the family and classroom. Students have to adapt and navigate their environment between the school culture, the teacher, and their peers. They have to find a supportive network and identify appropriate supporting resources. 

International schools emphasizes on diversity. Yet these raising questions of challenges---particulary cultural miscommunication is a potential and growing problem. Not only in the students' relationship but also the teacher and staff's relationship. These cultural miscommunication can impact the students' learning, relationships, and the school environment. Yu and Peters (2019) finds how communication is more complex rather than "speaking English". As English may not be the first language for some students or teacher, they may have trouble with pronunciation, grammar structures, and classroom culture. 

There are many examples of challenges such as trouble interpreting tones or idioms. Simplification of their speech and avoid participation with others. Many assume that English fluency is enough to guarantee smooth communication. But even fluent speakers may miss nuance, tone, or implied meaning. A student might understand every word a teacher says but still feel lost because an instruction is delivered indirectly. Students who have lower English comprehension, will face this difficulty, which can lead to teachers underestimating their abilities.

 Moreover with different culture backgrounds may pose challenges in communicating---indirect and directness of communication. This extends to the classroom participation culture---where classes may focus on encouraging open discussion or focus on private sessions between the teacher and student. Students may feel withdrawn, excluded, and be judged. Teachers also would interpret their behaviors as disengaged and lazy. The cultural miscommunication can lead to lower performance and strained relationships between student-teachers. 

"Everyone speaks English" creates false confidence in mutual understanding. Teachers who are not native or do not receive training in intercultural communication may have difficulty interpreting some students. In the Brainz magazine, Malkova (2025) find how communication styles are important and have to be adapted accordingly to the student's needs---some cultures values the direct communication style. A student from the U.S. might openly challenge an idea during class discussion and be praised for critical thinking. Meanwhile, a peer from a culture that values hierarchy and deference may be uncomfortable speaking up unless explicitly invited. Silence might mean respect---or it might mean disagreement---but teachers unfamiliar with a student's background might misinterpret it altogether.