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International schools are increasingly identifying Functionally Multi-Lingual children in their student populations. These students, bilingual or multilingual at surface levels of conversation, have not established academic competence in any single language. In many cases, the teacher may assume that another, more robust language exists, when in fact English is the child’s most highly developed language. These children experience difficulty with verbal cognitive development and often demonstrate other issues with learning, including problems with organization and memory, and difficulties in learning to read or in the production of written expression.

There are two types of challenges that adults face in their professional learning: technical and adaptive. Technical challenges simply require informational learning while adaptive challenges require transformational learning, which requires us to rethink our deeply held values, beliefs, assumptions, and even our professional identity. Adaptive challenges are complex and addressing them requires patience and time.

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