Maledive – Teaching the language of schooling in the context of diversity

On a journey (…)

Here is another example of an engaging practice that, from a professional experience, fosters students’ SCHOOL ENGAGEMENT. By school engagement we mean students’ observable participation in school activities, sense of belonging to classmates and teachers, and valuing success in school-related goals.

It is implemented by: Teachers

It is directed at students aged:  All

Target group: All

Main subjects involved: All

ICT involvement:  yes

Description of the practice: “On this website you will find ideas and information about plurilingual approaches. They have been designed to help teachers of the language of schooling (e.g. French in France, Polish in Poland) to integrate learners with other first languages into their classes, to get them to recognise the links between their own or their parents’ cultural background and that of the school language – and at the same time to enrich the cultural and linguistic experience of all learners. These approaches are intended to complement and enhance the central priorities of the teaching and learning of the school language as a subject – expressing themselves correctly and fluently, experiencing and understanding literature, and developing academic discourse.”


the language of schooling is not the home or first language of an increasing number of learners. These learners are often plurilingual, with differing degrees of competence in two or more other languages. Teachers of the language of schooling, with appropriate guidance and resources, can draw on these other languages to support their students’ learning.”


– meet the challenges of classrooms in which there are a number of different languages and cultures

– make use of students’ complex language repertoires when studying the core content of the language of schooling (for example Bulgarian in Bulgaria, German in South Tyrol or Dutch in the Netherlands)

– identify the linguistic resources and potential that students with varying backgrounds bring to the classroom

– develop productive cooperation and a shared vision with teachers of other subjects and

– discover how plurilingualism can become an asset in the context of the language of schooling.”

Accessible to any student: yes

Meaningful participation for every student: no

Why?: it its targeted to classrooms in which there are a number of different languages and cultures

Support to the practice: yes

Link with more information: Website |

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