• 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

A school-wide policy on multilingualism is necessary. It is important that this policy meets the following characteristics:

1) the school has a strong vision of language acquisition processes
2) the school is a powerful learning environment
3) the school has a clear, well-founded vision of multilingualism
4) the school has a clear assessment policy.

This means that a school takes into account certain realities, such as
1) the school as a multilingual environment;
2) the student (NAM) who contains multilingual repertoires (or multilingual resources);
3) the fact that students are already ‘translanguaging’;
4) the clear opinions that exist on how processes of language acquisition work.

We advocate a policy that takes these ingredients into account, and that has a clear view on how language instruction can be acquired thanks to a functional multilingual learning policy. Multilingualism is an umbrella term, covering – among many other concepts - multilingual awareness, meta-linguistic awareness, and multilingual education. Also: language is a (symbolic) marker for identity, but we do not develop further on these aspects. Translanguaging has a positive impact on cognitive flexibility.