• 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

Process of language learning and language acquisition

The picture above summarizes the language learning processes in a simplified way. One cannot learn a language if there is no input. Explicit or implicit language input allows the learner to develop hypotheses. Students need to have lots and lots of opportunities for language production (to test their hypotheses) on which they get feedback to improve their production. These are evidence-based conditions for a strong language acquisition approach.

Also, language acquisition is, of course, not obtained linearly. It is a whimsical, unpredictable, and individually different process.