• 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 - A powerful learning environment
• 5 - Combining 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 - Inclusion
• 12 - Keynote lectures

Both the classroom and the school environment have everything they need to be a powerful learning environment. Therefore, it is important that:

• students and teachers collaborate on challenging projects in a positive classroom climate
• language and literacy are a central focus of every lesson and every teacher, not just the language teacher
• the themes addressed in school start from the children’s everyday lives
• the learning activities stimulate learning. They challenge children and young people and are based on the basic idea that making mistakes is allowed and not knowing is a basic attitude for learning.
• the classroom climate is interactive so that students can discuss, communicate, and discover.
  In short: the diversity in the classroom is fully utilized.

Apply the principles of a ‘powerful learning environment’ by:

• thoroughly implementing this policy in the schools and classes,
• providing pupils with maximal opportunities to acquire the language of instruction and to exploit their multilingual repertoires in 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).