International schools are becoming increasingly multilingual, and with this shift comes an urgent need to rethink how we approach EAL (English as an Additional Language) provision. In our recent webinar, Jacob Huckle, Head of Multilingual Learning at Dulwich College Suzhou, offered a strategic, research-informed vision for what effective leadership looks like in multilingual international school settings. This article outlines a summary of his presentation.
A specific challenge
Leading in international school settings offers distinct and complex challenges: the overall number of EAL learners has increased and their linguistic profiles and support needs are more complex. Staff vary widely in their past experiences of working in multilingual contexts and families have differing expectations around language development. This is on top of the challenges posed by a rapidly changing geo-political environment, the power of big tech, and greater awareness of – but continued presence of – inequities and discrimination in international schooling. Leaders need to equip themselves with new knowledge, attitudes, and skills to ensure they can meet these challenges.
A shift in mindset
Traditional models often treat multilingual learners as “problems to fix”: students to pull out of mainstream classes and remediate until their English “catches up”. However, this medical model of EAL provision (Rojas, 2023) perpetuates a deficit portrayal of these learners, which risks marginalising talented students and undermining their sense of belonging.
Instead, schools should move towards a more “ecological approach” (ibid) that celebrates students’ linguistic repertoires as assets and embeds a culture of valuing and exploiting plurilingualism as an integral part of learner’s identity as well as a tool for learning.
Whole-school approach not add-on
EAL provision should no longer be siloed as a support service. Rather, it should drive a whole-school shift in how language, learning, and inclusion are understood. This means embedding multilingual awareness in school policies, curricula, pedagogy, and community life – not just in EAL classrooms. Instead of relying on the ‘heroic EAL leader’ this model encourages collective responsibility which means valuing the expertise of EAL specialists by involving them in school decision-making and curriculum planning.
Leadership for multilingualism competencies
Huckle (2025) argues that school leaders need to develop competencies in three areas to lead effectively in multilingual contexts:
- Head: Build knowledge - engage leadership and teachers with evidence about language acquisition, linguistics, multilingualism, and equitable pedagogy. Challenge common misconceptions about EAL (e.g. that limited English equals limited ability).
Heart: Cultivate empathy - raise awareness of the lived experience of EAL learners and potential inequities. Value and respect linguistic and cultural diversity and approach languages with curiosity. 
Hand: Equip skills — be able to build relationships and communicate effectively with people from different language and cultural backgrounds. Cultivate the ability to identify and sensitively challenge linguistic discrimination.
When all three are demonstrated, Huckle argues, multilingualism becomes embedded – not as a side project – but as part of the school’s identity, values, and everyday practice.
What this means for school leaders
- Reframe school policies: Position EAL/multilingualism as central to your school’s mission and show how it is integral to quality teaching and learning.
- Invest in staff development: Develop expertise on multilingualism in school leadership and empower multilingual learning specialists to be involved in school decision making.
- Adopt a whole-school approach: encourage collaboration between EAL specialists, subject teachers, leadership and pastoral staff — so language support is embedded across all aspects of school life.
- Implement robust assessment and data-collection systems: Track progress, monitor needs, and use data to drive decisions about resources, timetable, and support for multilingual pupils.
- Promote inclusive, integrated pedagogy: Use home languages, scaffolded content, and culturally responsive teaching. Encourage teachers to view language as an integral part of learning – not an “extra” – and to take responsibility for planning linguistically inclusive lessons.
The overall message is clear: multilingualism is an asset and a defining strength of international schools. School leaders play a crucial role in ensuring that all learners and school staff, regardless of their English proficiency or language background, can thrive.
You can watch the full webinar below:
For more guidance and information on strengthening the multilingual provision in your school, join our online course for school leaders.