• 11 core concepts
• 1 - Fairness conditions
• 2 - The core of the EDINA project: the conditions for language teaching and the use of multilingualism
• 3 - Language policy at school level
• 4 - Apply the principles of a 'powerful learning environment'
• 5 - Both the language of instruction and the multilingual reality
• 6 - School language
• 7 - Multilingualism
• 8 - Language learning and language acquisition processes
• 9 - Assessment
• 10 - Transition
• 11 - From ideas and concepts: links to the three EDINA tools
• 12 - Keynote lectures

Knowledge in an educational setting as a school is ‘constructed’, making use of a specific repertoire in a specific language.
This specific repertoire is defined as an overall abstract and academic repertoire, i.e. the language of instruction.

The language used for this is usually one of the official languages of the country where the newcomers live. This is usually the language of the teacher and of the study books.