• 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

Transition and evaluation: is part of the classroom based assessment, and thus can be an good alternative for current practices. Reception pertains to classroom situations with (new)students, such as diagnostics and the involvement of relatives. Evaluation is linked to the observation and assessment of the pupils, their multilingualism, and the learning of the school language.

Differentiation: we need to explore on the difference between convergent and divergent differentiation. Divergent cannot be the only mechanism to structure the pedagogical/didactic environment. Plus: how can we make use of the existing multilingual repertoires? Differentiation should start from a diversity- and not from a deficit-paradigm.
Challenge: how can we make use of the existing multilingual repertoires?

Teachers’ competences: are part of every concept. Competences should shape these broad assessments, should shape the powerful learning environment, are needed to handle the divergent and convergent differentiation methods and should shape the four different functionalities.