As a bilingual teacher, researcher, and mother, I have long been involved in children’s language education, both in theory and in practice. Over the past decade, I have worked with children aged six weeks to eight years. Since 2019, my research has focused on bilingual programs in early childhood education. In 2025, with the birth of my daughter, this professional interest became deeply personal as I began raising a child in three languages: Chinese, English, and Greek.

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

The power of multilingualism in education is undeniable. However, while many schools celebrate the rich linguistic diversity that students bring, the reality is that embracing home languages in the classroom is still a challenge.

Bilingualism is difficult to define. We often go with a feeling more than anything. That person is bilingual. I’d like to be bilingual,...

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