Language policy has become an area of growing focus in international schools as communities respond to changing linguistic contexts and our understanding of multilingualism. These policies aim to guide how language supports learning, inclusion, and belonging. Language policy documents may be carefully written but unevenly understood or inconsistently implemented.
The real work begins after the document is written. It is not a one-time project, but an ongoing process of building shared understanding and adjusting practice.
Iryna Zhurenko, Head of EAL at the International School of Beijing, shares reflections on language policy implementation.
Even without a written policy, schools already have a policy. It lives in daily practice, and every classroom is already enacting a language policy. “Unwritten policy exists in the tacit practices of its teachers and administrators” (Corson, as cited in Lehman & Welch, 2020, p.3).
So, if the document is not the policy, and practice is the policy, how do we move from words on paper to lived practice in classrooms?
The real work begins after the document is written. It is not a one-time project, but an ongoing process of building shared understanding and adjusting practice.
Iryna Zhurenko, Head of EAL at the International School of Beijing, shares reflections on language policy implementation.
Even without a written policy, schools already have a policy. It lives in daily practice, and every classroom is already enacting a language policy. “Unwritten policy exists in the tacit practices of its teachers and administrators” (Corson, as cited in Lehman & Welch, 2020, p.3).
So, if the document is not the policy, and practice is the policy, how do we move from words on paper to lived practice in classrooms?
Aligning on beliefs and norming on the norms
Multilingual Pedagogies (Translanguaging)
Supporting teacher decision-making in practice
Agreement does not necessarily lead to readiness. Even when teachers understand and agree with the principles of the language policy, applying them in practice may be challenging. Making decisions about languages use while balancing inclusion, access, and learning is complex.
Teachers need language, practice, and confidence to navigate this complexity. For example, teachers might role-play a scenario in which two students are collaborating in one language while a third student at the same table, who does not share that language, is working alone. How might a teacher respond in a way that supports both belonging and access? Working through scenarios like this and rehearsing possible responses can help teachers move from abstract policy statements to confidence in practice.
Teachers need language, practice, and confidence to navigate this complexity. For example, teachers might role-play a scenario in which two students are collaborating in one language while a third student at the same table, who does not share that language, is working alone. How might a teacher respond in a way that supports both belonging and access? Working through scenarios like this and rehearsing possible responses can help teachers move from abstract policy statements to confidence in practice.
Students as partners in the process
A language policy becomes meaningful when it is understood not only by teachers but also students. Students need language to talk about language and to see their multilingual identities celebrated in the classroom. For example, activities such as creating language profiles or linguistic mind maps can make multilingual diversity visible and open up conversations about the languages students use and the meanings they carry.
Translating policy into classroom norms in student-friendly language can help make expectations for collaboration clear and accessible. These norms can be framed as tools for learning, not rules to be enforced. Students benefit from opportunities to explore why language choices matter and how they can support both their own learning and the inclusion of others.
Translating policy into classroom norms in student-friendly language can help make expectations for collaboration clear and accessible. These norms can be framed as tools for learning, not rules to be enforced. Students benefit from opportunities to explore why language choices matter and how they can support both their own learning and the inclusion of others.
Implementation is an ongoing journey
Language policy implementation is not linear and moves through cycles of reflection and adjustment. Each cycle may surface new questions - about belonging, linguistic access, developing the language(s) of instruction, and multilingual identities. As goes in the quote attributed to Maya Angelou: We do our best until we know better; then when we know better, we do better.
Collaboration across the international schools’ community can support this work. For us, engaging with colleagues at peer schools through the MLRC Language Policy Working Group provided helpful opportunities for feedback and shared inquiry. This group was established in 2024 under the leadership of Dr. Esther Bettney Heidt and in response to schools seeking guidance on how to respond to shifts in student populations and to develop more equitable approaches to language. It also provides access to shared resources and tools for international school contexts.
If you are working on a language policy or already have one, where do you see the biggest opportunity in your context for strengthening the connection between language policy and classroom practice?
Collaboration across the international schools’ community can support this work. For us, engaging with colleagues at peer schools through the MLRC Language Policy Working Group provided helpful opportunities for feedback and shared inquiry. This group was established in 2024 under the leadership of Dr. Esther Bettney Heidt and in response to schools seeking guidance on how to respond to shifts in student populations and to develop more equitable approaches to language. It also provides access to shared resources and tools for international school contexts.
If you are working on a language policy or already have one, where do you see the biggest opportunity in your context for strengthening the connection between language policy and classroom practice?
References & Footnotes
- Lehman, C. W., & Welch, B. (2020). A quantitative investigation of language policy in international schools in East Asia. International Educator.
- Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 15–34.
- Bettney Heidt, E., et al. (2025). Navigating language policies. International Educator, 56(137), 65–72.
- Huckle, J. (n.d.). Leadership for multilingualism: A framework https://jacobhuckle.com/leadership-for-multilingualism-framework/
BLOG AUTHOR
Iryna Zhurenko
An educator with 20 years of experience in the classroom and curriculum and teacher leadership, Iryna Zhurenko currently serves as a Head of EAL at the International School of Beijing. She holds educational qualifications in English Language and World Literature, Educational Psychology and Educational Leadership. She is passionate about working with multilingual learners and teachers of multilingual learners, and strives to elevate the embrace of multilingualism throughout the school community.
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