Prof. Ester de Jong and A/Prof. Marianne Turner explain the immersive experiences they have used to help teachers to empathise with multilingual learners, and also to think about what might help to foster these learners’ comfort and understanding in class. This elaborates on their discussion in the first entry for the Multilingual Stance series.

A few years ago, a multilingual student shared their experience of school assessment with me during a research project:

The bua-lit language and literacy collective was established in 2018 to share knowledge and resources about multilingual language and literacy education in South Africa. The collective consists of language and literacy researchers, activists, educators and teacher educators.

This website is one output of a joint project between Queensland University of Technology and The Queensland Department of Education. The project was funded through the Department of Education Horizon Scheme and has come to be known as the Home Languages in Schools project.

This resource map is designed to support the uptake of plurilingual strategies in primary and secondary school settings in Australia. These settings include both English-as-an-additional-language (EAL) classes and mainstream classes with students from different language backgrounds. The resources were created/facilitated by teachers, and the project was funded by the Catholic Education Commission, Victoria.  The resources focus on:  Normalising home languages in everyday tea

Click here  to access a Victorian Department of Education webpage that gives examples of teachers and students working with plurilingual strategies. Plurilingual strategies recognise and work with language students use at home and at school. They include any activity that brings students' languages into the classroom to enhance teaching and learning. The benefits of these strategies are well-established, and they are included in the English-as-an-Additional-Language (EAL) Cur