• 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

By:

• thoroughly implement this policy in the schools and classes,
• providing pupils maximal opportunities to acquire the language of instruction and to exploit their multilingual repertoires a powerful learning environment is pivotal.

This kind of school language policy will overcome the ‘either-or’-ideas – which are currently in the mindset of some schools: you either focus only on the language of instruction or you focus on a classic multilingual curriculum (where e.g. the Turks are also able to take some Turkish lessons).