Education in bilingual schools aims to equip learners with balanced bilingualism, increased (bi)cultural capital and a global mindset. Nevertheless, in a growing number of countries only local children attend such institutions, where foreign teachers are the almost exclusive manifestations of ‘globalness’. Dynamics among foreign and local teachers and students shape learners’ attitudes, their learning outcome and identity formation to an unexpected degree. This often produces unhealthy perceptions and behaviour in the classroom, eventually resulting in students not benefiting from bilingual education to the expected extent. One of the oldest and one of the newest bilingual schools in Ulaanbaatar, Mongolia, were observed for this study. Local and foreign teachers of these schools contributed with their experiences in the form of unstructured interviews, while classroom observations shed light on students’ attitudes. The findings reveal that students respect local educators more and display more respect and discipline with them. However, pupils are usually more emotionally attached to foreign teachers, confiding in them and seeking their company on a daily basis, yet refusing to be disciplined and to study for their classes. Students’ unbalanced attitudes towards the two groups of teachers generated unease between the educators as well. This paradox created an unhealthy milieu in the schools and discouraged the development of a healthy perspective on (foreign) languages and identity. Teachers’ attitudes further compromised learners’ behaviour, as local educators stressed nationalism, while foreigners pressed towards the development of a more global mentality. Unfortunately, as none of the institutions had any policies to address this dilemma, eventually students developed behaviours contrary to the intended by the schools.

中文翻译：

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学生，本地人和外国人：蒙英语双语学校的身份和语言戏剧

双语学校的教育旨在为学习者提供平衡的双语能力，增强的（双向）文化资本和全球思维方式。然而，在越来越多的国家中，只有本地儿童参加这种机构，而外国老师几乎是“全球化”的唯一表现。外籍和本地师生之间的动态变化以惊人的方式影响着学习者的态度，学习成果和身份形成。这通常会在课堂上产生不健康的感觉和行为，最终导致学生无法从预期的程度上受益于双语教育。这项研究观察到蒙古乌兰巴托最古老和最新的双语学校之一。这些学校的本地和外国教师以非结构化访谈的形式为他们的经历做出了贡献，而课堂观察则为学生的态度提供了启示。调查结果表明，学生更加尊重本地教育者，并与他们一起表现出更多的尊重和纪律。但是，学生通常在情感上更喜欢外籍老师，对他们倾诉并每天寻求他们的陪伴，却拒绝接受纪律和学习。学生对两组教师的不平衡态度也引起了教育工作者之间的不安。这种悖论在学校中造成了不健康的环境，并阻碍了人们对（外国）语言和身份的健康看法的发展。老师的态度进一步损害了学习者的行为，当地教育工作者强调民族主义，而外国人则要求发展更全球化的思想。不幸的是，由于没有一个机构有任何解决这一困境的政策，最终学生发展出与学校意图相反的行为。