Abstract

In today's global society, educational institutions in the United States have begun a trend of internationalization. This is a process in which a school makes efforts to create international perspective in all aspects of education which typically, among other policies, includes enrolling international students in mainstream classes.

The researcher explores the question: From a teacher's perspective, do international students affect dynamics in the classroom at an American boarding school? If so, how? This case study is based on a large private boarding school in New England which typically enrolls over 20 percent international students. The administration has created educational initiatives to incorporate this international perspective in their education.

Teachers from the case school were asked to fill out a 10-question survey via email and return it. In total there were 13 respondents to the surveys. Additionally, two interviews were conducted with the current and former deans of faculty. All the data from these sources and internal documents was analyzed and conclusions were drawn that the international students affect the classroom both in a positive way and a negative way.

The respondents believe the effects to be mostly positive for the classroom dynamics. The presence of the international students reminds the teachers to use clear teaching methods and to use universally relatable examples in class. All students have a chance to listen to a different perspective and to understand a different approach to studying. Students work in groups and prepare to work in situations which will require them to work with people from other cultures.

Disciplines

Bilingual, Multilingual, and Multicultural Education

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