Are foreign teachers better just for being native speakers? Learn about qualifications, IB class roles, EAL support and 10 criteria for parents to check.

Foreign Teachers at International Schools: What Should Parents Assess?

When looking for an international school for their child, many parents care about whether the child will be taught by foreign teachers. However, nationality is only one reference factor; the quality of teaching also depends on pedagogical foundation, experience at the relevant school level, the ability to deliver the curriculum and the way teachers support students. The article below will help parents understand the key criteria for assessing foreign teachers at international schools and choose a more suitable learning environment for their child.

Understanding foreign teachers correctly

In admissions information, the three terms foreign teachers, native-speaker teachers and international teachers are sometimes used interchangeably. In practice, each term reflects a different aspect of the teacher.

Nationality and accent do not determine teaching quality

Being proficient in English is not the same as being able to teach effectively. Teaching requires an understanding of age-related psychology, an ability to design lessons, manage a class, assess progress and adapt methods to students' needs.

At an international school, the teaching staff may come from many different countries. A teacher who does not use English as a mother tongue may still have a solid pedagogical foundation, international experience and suitable professional capability.

So instead of focusing on the question of where a teacher comes from, parents should find out which subject and school level the teacher was trained to teach, and in which educational environments they have worked.

The quality of teaching depends on the teacher's capability, expertise and experience.

How do foreign teachers at an English centre differ from teachers at an international school?

Many students first meet foreign teachers through foreign-language centres. However, the role of a teacher at an English centre and at an international school differs considerably.

At many international schools, English is used as the main language of instruction. Students do not only learn English as a subject but also access knowledge in Maths, Science, Social Studies and many other areas through English.

This requires teachers to understand the subject content, age-appropriate teaching methods and how to help students develop academic language at the same time. Teachers are also usually responsible for assessing progress, writing learning reports and communicating regularly with parents.

English as the main language of instruction helps students access wider knowledge.

Parents can look at how an English-medium learning pathway is organised stage by stage in order to better understand the teacher's role at each school level.

Which qualifications matter for teachers at international schools?

Qualifications are not the only factor that determines teacher quality, but they are an important basis for assessing which professional role a teacher has been trained for.

Teaching degrees and certificates: PGCE, QTS and teaching licence

General teaching degrees or licences focus on training teachers to work with students in a school environment. The content usually covers child psychology and development, subject-specific teaching methods, classroom management, student assessment and teaching practice.

Some common qualifications include:

• QTS (Qualified Teacher Status) is a professional status for teachers in England. According to the UK Department for Education, it is an important professional standard for teachers working in the school system in England.

• PGCE (Postgraduate Certificate in Education) is a postgraduate programme in education. Some PGCE programmes come with QTS, while others focus on educational knowledge without awarding QTS.

• A teaching licence is a licence to practise as a teacher issued by the competent authority in each country or region, such as the states in the US.

Which roles suit TEFL, TESOL, CELTA and DELTA?

TEFL, TESOL, CELTA and DELTA focus on training teachers to teach English to learners who use English as an additional language or a foreign language.

TEFL and TESOL are general terms used by many different organisations. The content and length of training may vary depending on the awarding body.

CELTA is an English-language teaching certificate managed by Cambridge English through authorised centres. According to Cambridge English, the programme includes training content and directly assessed teaching practice.

DELTA is an advanced certificate for experienced English teachers, with a deeper focus on teaching methodology, assessment and professional development.

Each group of qualifications has value within its appropriate scope. What parents need to consider is whether a teacher's qualifications correspond to the role they hold in the classroom.

Experience and programme-specific training

Besides pedagogical qualifications, teachers at an international school need to be trained to understand how to deliver the programme their students are following.

For the IB programmes, the International Baccalaureate (IB) organises a system of professional workshops for teachers and academic leaders. The training programmes help teachers understand the IB philosophy, how to organise learning activities, how to assess students and how to develop professionally within each programme.

So when learning about the teaching staff, parents should care not only about initial qualifications but also about whether teachers receive regular training in the programme they are teaching.

Experience and programme-specific training help students learn effectively.

Some criteria for assessing foreign teachers' teaching ability

Qualifications show how a teacher has been trained. However, the quality of teaching is only truly shown in how they organise the class, interact with students and support the process of progress.

Teaching based on inquiry and questioning

In the IB programme, learning based on inquiry and questioning is an important approach. Students are encouraged to ask questions, look for information, analyse evidence, connect knowledge and reflect on their learning process.

This does not mean that teachers simply observe while students learn by themselves. Teachers still guide directly when needed, while choosing suitable questions, designing activities, dividing tasks and adjusting the level of support to each student's ability.

For example, in a lesson on water, the teacher might begin with a question about water sources or how water is used at school. Students observe, measure, discuss and present their results. Through this process, scientific knowledge is formed through experience and analysis instead of memorisation alone.

When observing a lesson, parents can look at whether students are allowed to ask questions, whether the teacher encourages them to explain their thinking and whether the teacher adjusts questions to help students think more deeply.

Criteria-based assessment and regular feedback

In an IB environment, students are usually assessed against defined criteria instead of only being compared with their classmates' achievements.

Teachers use many forms of assessment during the learning process to recognise how well students have understood and where they need more support. The assessment results also help teachers adjust their teaching.

An effective learning report does not only show grades but also helps parents understand which goals their child has achieved, where they still have difficulties and what the next step in development is.

Cooperation between international and Vietnamese teachers in a bilingual programme

Bilingual education is not simply a matter of increasing the amount of time English is used. The programme needs to define clearly which subjects are taught in which language, how the two content systems connect and how teachers coordinate in assessment.

In this environment, international teachers and Vietnamese teachers need to agree on learning objectives, how lessons are organised and the methods for helping students use two languages effectively.

At Westlink International School, the Bilingual Lower Secondary Programme combines the framework of Vietnam's Ministry of Education and Training with the US core curriculum, creating conditions for students to develop academic foundations and language ability at the same time.

Westlink is currently an officially authorised IB World School for the Primary Years Programme (PYP) and the IB Middle Years Programme (MYP). At upper secondary level, the school is continuing to develop its pathway with the IB Diploma Programme (DP) through a process leading towards official IB authorisation.

Parents can find out more about the IB Primary Years Programme (PYP) to understand better how teachers organise learning activities at each stage.

Will a child who is not yet strong in English keep up when studying with foreign teachers?

Whether a child can keep up with the curriculum depends not only on their initial English level but also on how the school supports language. For students who need EAL (English as an Additional Language), teachers may combine in-class support and small-group support, and adjust vocabulary, tasks or instructions to suit the child's current ability.

Parents should also distinguish between conversational English and academic English. A child may communicate quite quickly but still need more time to analyse data, explain knowledge or write academically in English.

Besides support at school, maintaining the mother tongue still matters for a child's thinking and ability to absorb learning. Families should work regularly with teachers to follow progress and adjust support when needed.

10 questions to ask about the teaching staff when visiting a school

A school visit is an opportunity for parents to check admissions information against real experience. Besides looking at facilities and the curriculum, families should take time to find out how the school recruits, trains and retains its teaching staff. In Báo Giáo dục Việt Nam (Vietnam Education Newspaper), experts also note that parents should consider teachers' qualifications and the stability of the teaching staff when assessing an international school.

Parents can use the following 10 questions:

1. What percentage of teachers hold a teaching degree or certificate suited to the school level they teach?

2. Have teachers been trained in the school's curriculum, for example through IB programmes or workshops?

3. Who will be my child's class teacher, and which subjects are taught in English?

4. How do international teachers and Vietnamese teachers coordinate within the same class or year group?

5. How does the school assess entry English ability and organise EAL support?

6. How long do teachers usually stay with the school?

7. If a teacher changes during the school year, what handover process does the school have to limit disruption?

8. How often do parents receive progress reports, and are there regular meetings with teachers?

9. How does the school check the staff's legal documents and background and implement its child safeguarding policy?

10. During the visit, will families have the chance to observe a lesson or talk with teachers?

However, the teaching staff is only one of many factors to consider when choosing a school. Parents can consult further experience in choosing an international school for their child in order to evaluate the curriculum, learning environment and long-term pathway at the same time.

The teaching staff at Westlink International School

At Westlink International School, the teaching staff teach in programmes such as the IB PYP, the IB MYP and the Bilingual Lower Secondary Programme, with the role of supporting students to develop knowledge, thinking and the ability to use English in learning.

When learning about a school, parents should observe how teachers organise the class, interact with students, coordinate professionally and support students with different language needs. This is also a practical basis for assessing the quality of the teaching staff, instead of relying only on nationality or the title of native-speaker teacher.

Parents can book a visit to Westlink to find out first-hand about the learning environment, the programmes and the way the teaching staff accompany students.

The Westlink teaching staff accompany students in an international learning environment.

Frequently asked questions about foreign teachers

Are 100% of teachers at an international school foreign?

Not necessarily. The structure of the teaching staff depends on each school's programme and model. Many schools combine international teachers and Vietnamese teachers with different professional roles. What matters is establishing who is responsible for each subject and whether they have a suitable training background.

Should pre-school children learn with foreign teachers?

For young children, the teacher's nationality is not the most important factor. Parents should prioritise a stable environment, how teachers build a bond with children, an understanding of age-related psychology and regular communication with the family.

Do foreign teachers have to hold a work permit?

Foreign teachers working in Vietnam need to comply with the current legal regulations on foreign labour, except in cases that are exempt under the regulations. Parents can ask the school how it manages legal documents in order to understand the staff recruitment process better.

When assessing foreign teachers, parents should consider pedagogical foundation, teaching experience, understanding of the curriculum and the ability to support students together, instead of relying only on nationality. These criteria help families choose a learning environment that better suits their child's needs. Parents are invited to book a visit to Westlink to find out first-hand about the teaching staff, the IB programme, the bilingual programme and the way the school supports students.