The concept of cultivating “global citizens” is central to the mission and vision of many international schools.
However, as international schools increasingly serve host country pupils alongside ex-pats, there is a growing recognition of the importance of being locally grounded while maintaining a global perspective.
Getting this dual-culture approach right is not a simple task, but at Vietnam Tinh Hoa supported by North London Collegiate School, we have embedded several ways of working that we think are making a clear difference.
Embrace translanguaging
Most of our pupils are at least bilingual, if not multilingual. We help them understand that languages are connected, not separate.
For example, a pupil might use Vietnamese to explain a difficult English word or phrase, like saying “từ vựng” (vocabulary) when they struggle to remember the English word.
This isn’t confusing; it shows how multilingual learners use their languages to understand better.
As such, in class, we let pupils use both Vietnamese and English interchangeably to explain ideas, solve problems and share their thoughts. This helps pupils feel their local language is valued and means their learning develops, too.
Educators working together
A truly effective model is when local and expatriate educators work together as equals.
Within our junior section, we embrace this through co-teaching. In this approach, two professionals with equal status collaborate in one classroom to co-plan, co-deliver and co-assess lessons - each using their own language.
This allows for diverse teaching styles to be celebrated and provides pupils with a real-life example of intercultural and bilingual cooperation in action, as well as the obvious benefits in terms of pupil language acquisition.
Building on this, we provide time and structure for our expatriate and Vietnamese staff to reflect together and learn from one another - why did a particular lesson not work, or why was a particular parent meeting not successful?
Through this, dual perspectives become infused into our DNA and our ways of working.
Cohesive communication
In today’s globalised world, English has become the working language in many international schools. However, to foster inclusion, it is vital to incorporate both the host language and English.
We do this by ensuring all our communications to parents, staff or pupils, and anything posted on social media or signage around the school, is provided in both languages.
This approach highlights that no language holds greater importance than the other and that speakers of both, or either, are equally valued and included in our school community.
Curriculum intent
The curriculum is also a powerful tool for reinforcing the balance between global and local perspectives.
For example, we explore folk tales not only from English traditions but also from Vietnam, enriching pupils’ cultural awareness. In mathematics, we seek to develop pupils’ Vietnamese and English vocabulary side by side and in geography, we study Vietnam’s remarkable natural features, such as the stunning karst landscapes of Halong Bay and the fertile Mekong River Delta.
This helps all pupils, whatever their background, come to understand and appreciate the nation they live in.
Be symbolic
Each of our buildings is named jointly after a prominent Vietnamese thinker and an educator with a strong connection to North London Collegiate School. Similarly, for our four houses, two have English names (Londinium and Britannia) and two have Vietnamese names (Dai Viet and Van Lang).
This even goes down to the detail of our school menu - a mixture of Vietnamese and Western dishes. Such symbolic acts reinforce the importance of both the local and the global in the everyday school experience.
Why it matters
Overall, creating a school environment that authentically reflects both local culture and a global perspective is a complex but rewarding task.
While larger structural elements are key, such as leadership and curriculum, smaller, everyday actions can also make a big difference.
Get it right and educators and school leaders can foster a mindset that nurtures pupils to grow as both globally aware individuals and locally grounded citizens, preparing them to navigate and contribute to the world with a deep understanding of where they come from.
John McEnhill is head of the Junior School at Viet Nam Tinh Hoa supported by NLCS International, an IB school
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