"This paper examines ways in which the cultural complexity of school and classroom can be penetrated by interpretive methodology, enabling crucial process factors to be identified and described within the context of the international school. This enables such issues as classroom interaction, cognitive development, international pedagogy
and the effect of culturally specific discourses and cross-cultural interaction on learning and cultural identity to be investigated. It explores how researchers can endeavour to provide these situated understandings by examining more critically the theoretical constructs that currently underlie the educational treatment of linguistically and culturally diverse students and the routine practice of international schools"