Permission is only the beginning: students’ multilingual repertoires become classroom resources when teachers create meaningful opportunities for them to think with those repertoires.

Dr. Anne Reath Warren, Uppsala University, Sweden Since the Home Language Reform in 1977, primary and secondary school students in Sweden who regularly use a language other than Swedish at home can apply to study that language through an elective subject called “Mother Tongue” (Reath Warren, 2022). In the academic year 2025/26, 28,9% of students in the compulsory school (Grades K-9) were eligible for “Mother Tongue” and approximately 187 languages were taught through the subj

In classrooms around the world, including in Australia, linguistic diversity is increasingly common. Many children arrive at school with rich repertoires of languages, dialects, stories, and cultural knowledge. At the same time, the books we offer them can sometimes tell a more limited story about language, learning, and belonging.

In applied linguistics, multilingualism has become an established—and largely uncontested—ideal. Concepts such as translanguaging, linguistic repertoires, and challenges to monolingual norms are now widely discussed in scholarship and policy.

In the second blog entry for the Multilingual Stance series, Marianne Turner from Monash University and Ester de Jong from the University of Colorado, Denver discuss the benefits of thinking about multilingual stance as a continuum, rather than in opposition to a monolingual stance.

In today’s increasingly unquiet, unstable and interconnected world, it is more vital than ever to engage productively with difference. There has been a great deal of scholarship on harnessing the language resources that multilingual learners bring with them to school, and we know this to be beneficial for these students. However, we also know that the devil is in the detail when it comes to bringing these ideas into the classroom.