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Abstract
In this article the development of educational provision for second-language speakers in various English-speaking countries is traced. Conclusions are then drawn as to which are the best educational models for international schools, and an argument is made for the central positioning of ESL-and-mother-tongue departments as one entity in international school structures and curriculum planning, in order to capitalize on the knowledge and expertise of teachers in these departments and provide equity in the curriculum for ESL students.
Keywords ESL, international schools, mother tongue
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