March 5, 2021
by ISB Native Language Programs
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Did you know? Multilingualism has been identified as key to achieving the 17 United Nations Sustainable Development Goals, considered a blueprint for a better future. This month—between UNESCO International Mother Language Day on February 21 and the International Day of Multilingualism on … Continue reading
April 20, 2020
by ISB Native Language Programs
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Multilingual families sometimes worry about language mixing. Is it a problem? Dr. Shana Poplack, founding director of the Sociolinguistics Laboratory at the University of Ottawa, suggests not. In a fascinating article for the Federation for the Humanities and Social Sciences, … Continue reading
December 6, 2019
by ISB Native Language Programs
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The word translanguaging comes from the Welsh trawsiethu and refers to using more than one language for teaching and learning. ISB’s multilingual student body stands to benefit from translanguaging, so educators have been exploring it at several recent professional days. How … Continue reading
December 10, 2018
by ISB Native Language Programs
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Being bilingual or multilingual confers many benefits, from cultural connections to academic opportunities. In addition, research shows that it fortifies the brain, boosting grey-matter volume and white-matter integrity in areas affecting executive function: humans’ ability to control their behavior. The … Continue reading
March 25, 2016
by ISB Native Language Programs
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home language advantage
March 1, 2016
by ISB Native Language Programs
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Research Shows Diverse Classrooms Improve Learning For Everyone
January 29, 2016
by ISB Native Language Programs
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Strokes and bilinguals
November 20, 2015
by ISB Native Language Programs
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Link to article IB World magazine investigates the ways in which IB World Schools have integrated a successful Mother Tongue (MT) programme, and offers tips to help schools set up their own This link kindly sent to us from our … Continue reading
November 19, 2015
by ISB Native Language Programs
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Fostering multiliteracy This is an article that explores how some monolingual teachers in a mainstream classrooms support diverse mother tongues