• 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

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, that has a clear view on how the 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, 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.