According to ISC Research (2024), there are 14,010 international schools around the globe using English as the medium of instruction with a total of 6.9 million students. Asia represents the biggest market, with 57% of them located in this continent.
The predominant profile of students in international schools has changed globally from expatriate to local, with 80% of students in international schools globally now (stemming) from the host country (Bunnell et al., 2020; Hayden, 2022; Kim and Mobrand, 2019; Mok, 2005; Rush, 2014), as noted by Probert (2023).
Bilingual and multilingual speakers
It could be argued that the use of English as the medium of instruction and communication in the current international school context significantly fosters the development of students’ multilingual abilities. Many students are likely to speak English as a lingua franca at school while using their native(s) language(s) at home or within their local communities.
The extent to which students might be considered bilingual or multilingual seems to be complex and full of nuance. As Montrul (2013) describes, there is simultaneous bilingual acquisition, with both languages being learnt since birth, or sequential bilingualism, whereby the second language is learned after 3-4 years since birth. Independently of the sequence in which languages are acquired, Montrul also makes the distinction between primary (the one most commonly used and often psychologically dominant) and secondary (less frequently or in specific situations). However, it is possible in some bilingual situations, and in specific sociopolitical contexts, for the first or native language to become secondary and for a second language to become primary (Seliger 1996, cited in Montrul).
Heritage speakers
While heritage speakers are typically defined as bilingual individuals who learn a minority language at home and a majority language in society (as seen in the profiles of some of our students), I would argue that other students in our context also qualify as heritage speakers, even if their native language is predominant in the country.
In Hong Kong, many pupils in international schools are bilingual, raised in Cantonese-speaking households while acquiring English as another primary language through education and social interactions. This bilingualism can lead to varying degrees of proficiency in Cantonese, as some students may experience language attrition and the influence of English, which could affect their fluency.
An example of this phenomenon is Vivien C. W. To, who grew up in Hong Kong with her Cantonese heritage family and attended a private international school for 12 years. In her article, The Divide Between Cantonese and English in Hong Kong Students’ Identity: The Possibility of a Translanguaging Pedagogy (2024), she writes, “I became a chronic code-switcher and occasionally forgot even the simplest vocabulary in my mother tongue.” This illustrates how the educational environment can impact language proficiency for heritage speakers but remains anecdotal. Further research is needed to understand how bilingualism affects language proficiency in similar contexts.
Where there seems to be more consensus is in the understanding that heritage languages play a crucial role in shaping students’ identities and emotional well-being, particularly in multicultural educational environments.
To explore the linguistic diversity and perceptions of heritage languages at Harrow Hong Kong, I surveyed 93 students in years 6-10. Notably, 90% reported being fluent in two or more languages. Among the 10% who spoke only one language fluently, half identified a heritage language that was inconsistently used at home.
By analysing the pupils’ responses, I aim to identify trends that align with existing research.
Strong connection to identity
Over 90% of students consider their heritage language at least somewhat important to their identity, with 53% rating it as very or extremely important. Responses frequently mentioned that speaking a heritage language helps maintain a connection to one’s culture and identity, promoting a sense of belonging:
- So that you don’t forget where you come from and are able to still connect with people of the same nationality.
- It increases connectedness with our culture.
- You can feel more at home.
- It’s good because I can show where I am from and share my culture with everyone.
The more proficient one is in his or her heritage language, the stronger ethnic identity and affiliation he or she has with the ethnic group (Bankston & Zhou, 1995; Cho, 2000, cited in Yu, 2015).
Bridge for connection
Many students highlighted the importance of being able to communicate with family members, who may not speak English as they feel their parents only speak Chinese and Cantonese, and limited English.
Students noted that speaking their heritage language allows them to connect with peers from similar backgrounds, fostering friendships and community. However, they can communicate with others who speak the language, have a special bond with them.
Others stated that having a heritage language enhances their understanding of other cultures.
Positive emotional impact
Nearly 80% of students report that speaking their heritage language helps them feel good to some degree. In fact, the fluency in one’s heritage language is positively related to self-esteem (Garcia, 1985, cited by S-C Yu, 2015)
Academic benefits
While 63% report no effect on schoolwork, 33% indicate that learning about their heritage language and culture improves their academic performance. They feel:
- I think having my heritage benefits my grades in Chinese
- The French language (which is this students’ heritage language) can help me understand a word I didn’t know in Spanish (chosen subject), or even sometimes in English.
A systematic review highlighted that bilingual individuals often outperform their monolingual peers on tasks requiring cognitive flexibility and selective attention, which are crucial for effective problem-solving and decision-making (Guo & Yao, 2022).
The language-rich environment in which our students thrive offers unique opportunities to enhance the positive aspects of celebrating all languages, particularly heritage languages, as a means of promoting inclusion, diversity, and understanding of both one’s own identity and that of others.
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