Multilingual classrooms for multilingual learners: what language teachers can do to support literacies across the curriculum and why it is so crucial for deeper learning.

This session will take a look at how (language) teaching and learning is having to adapt to fundamental societal, cultural and language changes.

It will focus on some key principles which guide the design of our classrooms to encourage the development of pluriliterate citizens  - the tasks and activities which progress deeper learning, the conditions for learning and the role of language for learning and using which promote the growth of motivating and progressive learning spaces.

This session is intended as a think-piece to trigger innovative curriculum planning and encourage teachers to explore alternative pedagogic CLIL/EMILE approaches in their classrooms.

About the speaker

Do Coyle is Professor of Languages Education and Classroom Pedagogies and Director of Research in the School of Education, University of Edinburgh.

Her research involves technology-enhanced learning, including the use of shared learning spaces and digital communication. However, Do is most known for her work in bilingual classroom pedagogies especially in CLIL settings.

Do’s research spans several decades of working with CLIL teachers across the world in constructing shared understandings of how young people best learn and use languages other than their first in school contexts. 

She is keen to design learning which is motivating and beneficial for all learners whatever their age and stage of development.

Do is a founder member of the Graz Group which is developing an inclusive learning model for pluriliteracies education and is currently focusing on literacies across the curriculum and across languages.

She has published extensively on learning through the medium of other languages.