The growing popularity and diversity of international schools worldwide has resulted in the identification of several typologies of such schools based on different factors of significance. The largest growth in numbers of international schools is now occurring in local markets, with many having a large number of host-country students and to some extent incorporating both national and international curriculum and customs. In this article we discuss the institutional and social issues that may be faced by such schools in terms of their curriculum and their identity, as well as socio-linguistic aspects. We discuss the global and local perspectives that drive and challenge the internationalisation of these schools, with a focus in particular on the context of Cyprus.
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