Multilingualism and Language Development

Building Bridges Through Language, Leadership and Learning

Tag: education

  • What Tier 2 Push-In Support Should Look Like

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    Amanda Archbald

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    What Tier 2 Push-In Support Should Look Like by Amanda Archbald Tier 2 push-in support is often misunderstood. When it is well planned, it removes language barriers and strengthens classroom learning. When it is unclear, the specialist teacher can easily be seen as an extra pair of hands rather than a language professional. This blog…

  • Language Is Not a Subject, It Is the Medium

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    Amanda Archbald

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    Language Is Not a Subject, It Is the Medium by Amanda Archbald When we talk about language in schools, it is often positioned as something that belongs to a particular lesson, department, or group of pupils. English lessons focus on language. EAL or multilingual support addresses language gaps. Subject teachers deliver content. This separation feels…

  • Week 2: Language lives in the classroom

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    Amanda Archbald

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    Week 2: Language lives in the classroom by Amanda Archbald Classrooms are often full of routines, expectations, and good intentions. They are busy, purposeful spaces where learning is meant to feel dynamic and engaging. For many multilingual learners, however, classrooms can also be overwhelming in ways that are easy to miss. Multiple accents. Rapid instructions.…

  • Week 1: Starting the academic year with language in mind

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    Amanda Archbald

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    Week 1: Starting the academic year with language in mind by Amanda Archbald The first week of term has been less about visibility in classrooms and more about establishing the conditions for sustainable language development across the school. Much of this week focused on finalising the design of our language support programme, which launches next…

  • Language Access: A Basic Human Need

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    Amanda Archbald

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    Language Access: A Basic Human Need by Amanda Archbald My work in multilingualism and language development is not abstract. It does not come from theory alone, policy documents, or frameworks, although those matter. It comes from lived experience, from moments of confusion, vulnerability, and exclusion, and from a deep belief that no child should have…