? ? ? ?你是家長？還是教育機(jī)構(gòu)的咨詢顧問？還是一位在考慮到底上不上國際學(xué)校的學(xué)生?無論是哪一類人，一定都超級(jí)想知道作為一個(gè)國際學(xué)校的學(xué)生到底是怎樣的體驗(yàn)，與其一直聽說，不如聽我這個(gè)有很多親身體驗(yàn)的人來說！國際學(xué)校向來有容乃大，不同種族的人們紛至杳來。就拿我舉個(gè)例子吧，我在國際學(xué)校學(xué)習(xí)過這么多年，小伙伴里就有保加利亞人、尼泊爾人、瑞典人、巴基斯坦的旁遮普人，當(dāng)然還有混血兒、甚至來自委內(nèi)瑞拉的華人。所以你應(yīng)該也想象得出，不管是文化氛圍還是語言，國際學(xué)校都要和普通學(xué)校來得很不一樣，處在這樣的一個(gè)學(xué)校中，老實(shí)講，也是一件非常有意思的事情。而且除了以法語和德語為主的國際學(xué)校，其他學(xué)校基本上都是以英語為主。但你以為學(xué)校是國外課程，那語言溝通方面就相當(dāng)統(tǒng)一了？哈哈哈當(dāng)然不是，就好像在中國普通話也分京片子、四川話、東北話之類的口音一樣，畢竟國內(nèi)很多學(xué)校所謂的“國際”，只不過課程而已是國際的，但實(shí)際上孩子之間還是講中文，缺乏全英的語境。這一點(diǎn)也是家長務(wù)必要考慮到的，不僅是老師到底用不用英文講課，而是孩子之間平時(shí)有沒有講英文這種習(xí)慣。即使是在英國制度的學(xué)校，也有許多學(xué)生帶有所謂的“國際學(xué)?？谝簟?。他們把北美和英國的口音結(jié)合在一起，舉一反三以后甚至可以比原來的發(fā)音更完美。也正是因?yàn)樗麄儯═CK）的這種“語言彈性”技能，讓他們?cè)诮淌谟⒄Z的技能上直接贏在了起跑線上。對(duì)于我個(gè)人而言，其實(shí)我也特別疑惑，講道理，這類人的學(xué)習(xí)方式難道不是最應(yīng)該被借鑒學(xué)習(xí)的嗎？

? ? ? ?但是事實(shí)卻是，當(dāng)家長或指導(dǎo)老師把學(xué)生放到一個(gè)國際學(xué)校時(shí)，他們就會(huì)理所當(dāng)然的認(rèn)為，嗯，我孩子的英語水平一定會(huì)直線上升！然后出口成章！馬上下筆有神！最后走上他的英語學(xué)習(xí)巔峰！這個(gè)白日夢(mèng)未免也太天真，你該醒一醒了朋友！想讓這么一個(gè)聽起來就是錯(cuò)誤的想法實(shí)現(xiàn)，閉著眼睛都知道怎么可能？而且學(xué)生們?cè)谛菹蕵窌r(shí)運(yùn)用外語能夠大幅度提升英語？答案當(dāng)然是NO，沒有老師給他們加強(qiáng)其語言結(jié)構(gòu)和詞匯的前提的話，這種進(jìn)步基本上可以忽略不計(jì)。而且舉個(gè)例子，在進(jìn)入美國學(xué)校之前，我一直帶有本地口音（比如蘇格蘭或者新加坡），因?yàn)楹臀乙黄鹜嫠５男』锇榫妥詭н@種口音，完全被他們口音所洗腦的我，就算我的英語老師來自于其他國家也沒辦法幫我糾正過來。

? ? ? ?更重要的是，我給大家講個(gè)好玩兒的，如果你問一個(gè)國際學(xué)校的學(xué)生“你從哪里來？”，你在對(duì)方心里基本上已經(jīng)是負(fù)分滾粗的狀態(tài)了。就比如我小的時(shí)候，每當(dāng)遇到這類問題，我都會(huì)在內(nèi)心深處蜷進(jìn)一個(gè)小角落里，然后歇斯底里地尖叫。這問題太討厭了！我到底來自于哪里呢？我在美國出生，但成長過程中輾轉(zhuǎn)于六個(gè)國家或地區(qū)。是啊，我也能感覺到我身份復(fù)雜，我是美籍華裔，但我更喜歡英超；我能無障礙聽懂濃重的蘇格蘭口音，是因?yàn)槲沂窃谀沁呑x的小學(xué)，又而且是在新加坡開始學(xué)中文(當(dāng)?shù)厝私凶鋈A語)。所以你非要問我從哪里來？不如你給我個(gè)標(biāo)準(zhǔn)答案？而且想想我經(jīng)歷的這一切，給了我極強(qiáng)的環(huán)境適應(yīng)能力，在我的職業(yè)生涯中，無論是由巨頭經(jīng)營的中國本土企業(yè)，還是由英國人領(lǐng)導(dǎo)的大型跨國公司，抑或是在韓國人快節(jié)奏的創(chuàng)業(yè)環(huán)境，對(duì)我而言都毫無問題，不僅點(diǎn)滿了環(huán)境適應(yīng)技能甚至可以來一段freestyle。而且從我們國際學(xué)校能學(xué)到的東西，遠(yuǎn)比我們后來在常春藤、牛津劍橋這些高等學(xué)府學(xué)到的有價(jià)值的多。說真的，如果教育者能夠大力支持，當(dāng)TCK長大以后，他們的各方面技能絕對(duì)領(lǐng)先旁人一大截！

? ? ? ?而且一個(gè)真正一流的教育工作者，傾聽和溝通的能力一定非常強(qiáng)大，所以他們會(huì)十分了解TCK的內(nèi)心感受和斗爭，更懂如果他們把情感化為動(dòng)力，是多么高能熱血的一種情況，我也非常佩服這種教育工作者！但……事實(shí)卻是，教育者中的絕大多數(shù)，基本上都是繡花枕頭一包草，整天只知道忙著應(yīng)對(duì)官僚主義，專家的外表下是“磚家”，對(duì)TCK的經(jīng)歷和心理一無所知！如果你連如何與孩子深度交流都不懂，你怎么配說自己懂教育？說白了，你根本就不懂國際學(xué)校孩子對(duì)于社會(huì)的認(rèn)知，更甭提對(duì)自己身份的認(rèn)知了ok？

? ? ? ?最后，說了這么多，希望我作為一個(gè)TCK，給大家分享學(xué)習(xí)生涯結(jié)束20年后的感受能對(duì)你們起到一些幫助，讓大家對(duì)國際學(xué)校有更清晰的認(rèn)知，但是這點(diǎn)理論的價(jià)值不可能比的上要輕一個(gè)專業(yè)人士為國際學(xué)校的孩子們(TCK)塑造一個(gè)學(xué)生支持體系，無論是在學(xué)習(xí)或課外方面。

——————以下來自Andy老師的英文原稿——————

International Schools and Third Culture Kids

? ? For agents and parents that are looking to understand more about how their children may potentially feel as an international school student, let me give you some perspective. International schools are a big melting pot, you will find people of all different ethnicities. Let’s put this into perspective, my good friends growing up were ethnically Nepali, Bulgarian, Swedish, Punjabi Pakistani and even mixed heritages; I’ve also had fellow friends who come from places such as Venezuela but are of Chinese descent. It’s not just the cultural composition of their peer groups that are different from conventional schools, but even the language as well. Barring international schools with other languages such as French and German, English is by far the most common international school language. Even in British curriculum schools for instance, there are many students that have the so-called “international school accent”. This sort of English is a blend of North American and British accents, yet such English speakers can adjust to either end of the spectrum in any given moment, and this sort of English could potentially be even more standard than that of a particular origin. In fact, such English speakers, very much the native English speaker, are even more adept at teaching English because of their “l(fā)inguistic elasticity” in English. It is utterly bizarre that educators don’t model off a native English-speaking TCK’s approach to learning English!

? ? However, here’s an incredibly amateur mistake many parents and their advisors make when placing students inside a particular international school - they assume that because the school follows a certain curriculum and the official language is English with a well-stacked, that students will automatically become awesome English speakers. Absolutely not! Parents and even educators need to minimalize the impact of the language of the playground and the courts - that is the language that students use when they are playing with one another during and lunch. In fact, one’s language ability growing up is actually built in the environment that they belong to with their peers, and is only reinforced by the teacher with the addition of new linguistic structures and vocabulary. My own personal experiences is very true - prior to entering an American school, I always had the local accent (e.g. Scottish, Singaporean) because that was the accent of my peers, even though my English teachers were from countries such as

? ? Even more importantly, international school kids hate the question “Where Are You From?” When I was younger, every time I got asked that question deep down I would pretend to curl into a little ball and scream to the top of my lungs. It really annoys me, I mean where really am I from? I was born in the US but lived in six countries/regions my whole life.? how do they adjust to society? Yes theres an identity crisis at times and I've certainly felt it, im ABC but i prefer English Premier League; I have no problems understanding thick scottish accent and honed my chinese in Singapore. Think of all the upsides to this, I truly am globalized and it has definitely given myself a head start in my career when it comes to adapting new surroundings - be it with extremely local Chinese companies run by tycoons, large multinationals headed by British or a fast paced start up environment with talented Korean folks. Especially for those that are well-educated, our international school upbringing is even more valuable than any Ivy League or Oxbridge further education because it becomes our biggest source of learning. Of course, when the TCK gets older, if educators have provided enough support, he or she will most certainly excel in many areas of soft skills.

? ? For the really top-notch educators, they really understand the innermost feelings and struggles a TCK goes through and how to harness that into superior soft skills, and the reason is simple - they listen to students and try to build an emotional connection. However, more than half of the educators out there are just merely preoccupied with dealing with bureaucracy and acting as if they are experts in education, yet a lot just dont understand what TCK goes through on a daily basis. How can you claim to understand education if you can't even connect with the children on a deeper level.

? ? Hope this provides some context as to how a Third Culture Kid feels 20 years after being in school, but this is no substitute to bring in experts to help create effective programs that provides emotional and spiritual support to TCK students.

AndyZ老師簡介:

- Multicultural and multilingual: Grew up and lived in a number of countries,? American-born Chinese and Third Culture Kid (TCK)

多文化和多語言:在多個(gè)國家成長和居??；美籍華人，典型第三文化人士(TCK)

- Leader in empowering corporate training and recruitment professionals with assessment methodologies and project-based learning andragogy

為企業(yè)培訓(xùn)和招聘人士提供領(lǐng)先評(píng)估體系和游戲化的項(xiàng)目式學(xué)習(xí)的職場教學(xué)法領(lǐng)袖

- Decade of experience in education and training, and expert in China

十年以上的學(xué)生教育和企業(yè)培訓(xùn)的經(jīng)驗(yàn):并被很多本土和國外人士稱為“中國通”

- UC Berkeley Alumni Club Ex-Leader and Recruitment Ambassador

畢業(yè)于世界名校加州伯克利大學(xué)并擔(dān)任校友俱樂部前任負(fù)責(zé)人和前任招生大使

- Third-party Interviewer for College Admissions

美國第三方面試官(很多大學(xué)現(xiàn)在需要學(xué)生在提交申請(qǐng)書與第三方機(jī)構(gòu)進(jìn)行面試)

- Helped build a number of college admissions counseling departments

負(fù)責(zé)搭建多個(gè)海外升學(xué)指導(dǎo)中心

- Unlike most“education experts”, personally attended more than a dozen schools growing up and personally went through the AP, IB, British, Singaporean and Hong Kong education systems

相比其他所謂的“教育專家”，從小上過十幾所學(xué)校，親自體驗(yàn)過AP、IB、英國、新加坡和香港的教育制度

歡迎大家關(guān)注其自媒體平臺(tái)Andy Z老師。