Lost in translation of international schools

Another example would be feedback---where it is used to construct opinion to help build the student. However it is a grey idea---what's considered helpful in one culture can feel harsh in another. Even if the feedback is done privately or with an audience (such as the parents or closed peers). Some students may feel embarrassment and shame. These subtle gaps in expectations can cause stress for students and frustration for teachers.

Misunderstandings examples such as above don't always erupt into conflict, but they quietly erode trust, confidence, and inclusion. Students may start believing they aren't good enough, smart enough, or simply don't belong. Teachers, unaware of the cultural factors at play, might misinterpret behavior and adjust their approach in unhelpful ways. Entire classroom dynamics can suffer from simple misreads of tone, silence, or feedback style.

International schools operate on unspoken cultural assumptions---about how learning should happen, how respect is shown, and how success is measured. Teachers and students alike carry these assumptions with them, rarely questioning them until they hit a wall of confusion or frustration. So how could international schools bridge these gaps to reduce cultural miscommunication? Solutions varied depending on the situation and the available resources. 

The most important and effective solution is through the teacher. Teacher-training is essential---a cultural competence is a necessity in the world of international education. Teachers should learn and adapt about communication styles, power dynamics, and the school or class culture in order to identify and maintain the students' engagement, assistance, and learning. 

Teachers could also set clear communication norms through class rules. Instead of assuming students will understand unwritten rules---by enforcing the co-established rules, teachers could create classroom expectations with their students, such as what they should do as they enter the classroom, how to ask questions, how to ask permission, etc. Setting clear communication will create a big difference. 

Teachers should also utilize teaching aids and games to balance the voices in the classroom. Ensuring each and every student in the classroom is able to participate, despite being quieter or second-language students. Language support could go beyond by providing visual aids, glossaries, and examples that can help bridge those gaps. Even fluent students may struggle with subject-specific vocabulary or cultural references. 

Teachers must also be perceptive of the students behavior and moods. Creating a safe space and relationship, enforcing trust, this allows students to share if they're feeling confused, excluded, or misunderstood without the pressure of speaking out. Finally, involving parents and local communities can support better understanding. Engaging families through orientation sessions, class events, and/or cultural exchange events that helps build bridges between home and school.

Communication across cultures isn't just a challenge---it's a learning opportunity. International school environment confronts students to navigate a diverse world. But that goal can't be met unless schools are willing to dig into the messy, nuanced work of communication. That means not just teaching content, but listening, adapting, and learning from each other.

SOURCES

Kumar, A. (2024, March 5). A Guide to International School Curriculum and Syllabus. Candid Schools. https://candidschools.com/guide-to-international-schools-curriculum/

Malkova, E. (2025, May). What Stops Multicultural Teams From Communicating Effectively, and How to Fix It. Brainz.