Inclusion by Design: Multilingual & Multimodal Approaches to Unit Planning

Whole School

Intentional approaches are essential for enabling all learners (including EAL and multilingual learners) to be successful. Learning should be specifically designed to leverage the assets that linguistically and culturally diverse learners bring to the classroom . Multimodality and multilingualism are keys to unlocking the potential of all learners. When we plan with multilingualism in mind, we make space for all students’ languages, intentionally drawing upon their linguistic resources to enable and enrich learning for all. When we plan with multimodality in mind, we embed multiple modes of expression and representation within our units, leveraging multimedia tools to enable and enrich learning for all. Integrating these multilingual and multimodal approaches together, especially when supported by various technology tools, offers a powerful pathway towards inclusive learning design. After exploring these approaches and practical strategies for using them in the classroom, participants will have the opportunity to apply their new insights to one of their own units / schemes of work, redesigning the plan to create authentic and inclusive contexts for learning.

Session Goals:

  • Participants will know what multilingualism and multimodality are
  • Participants will understand how intentional approaches to multilingualism and multimodality can enable inclusive learning
  • Participants will appreciate the importance of approaching multilingualism as a reality, right, and resource
  • Participants will know how digital tools can be used to support multilingual and multimodal approaches
  • Participants understand how multilingual and multimodal planning can be used to support all learners

Session Outcomes:

  • Reflect on your own attitudes towards multilingualism and mult-modality
  • Explain how multilingual and multimodal approaches can support and enrich learning in your subject/specialism
  • Curate a multilingual and multimodal scheme of work that incorporates digital tools to enable inclusive learning for all

Victoria Catherine Walker:

Vicky is an experienced teacher and middle leader, gaining her teaching qualifications from the prestigious Edinburgh University after completing a Masters in Philosophy and Linguistics. She is a passionate teacher with over a decade of experience and joined the Dulwich community four years ago for her first international teaching post. Vicky is the Year 5 Lead teacher as well as the Primary English Lead, and believes that children learn best when they are given ownership over their own learning. She is passionate about creating an engaging classroom environment where enquiry and research are at the heart of the learning experience, ensuring that students feel both challenged and supported within their learning environments.

Jacob Huckle:

Jacob Huckle is an international school educator who has been teaching and leading in China since 2012. He is currently Head of Multilingualism and through this role has gained experience in promoting linguistic inclusion through building a shared vision, creating language policies, designing support systems, collaborating with subject teachers, and so on. He has led his school to become a certified Language Friendly School and to achieve accreditation with the Bell Foundation for exceptional EAL provision. He is passionate about transforming international schools to become inclusive and equitable communities that intentionally leverage linguistic diversity to enrich learning and promote belonging for all. Alongside his work in school, he is studying part-time for a Doctorate in Education, focused on multilingualism and interculturality in international schools. His writing on these topics has been published as a chapter in the book ‘Handbook of Research on Critical Issues and Global Trends in International Education’ and as articles in a range of publications, including the Journal of Research in International Education, International School Magazine, International School Leader magazine, International Schools Journal, The International Educator, EAL Journal, etc. He has presented at conferences including for the National Association of Language Development in the Curriculum (NALDIC), UNESCO Asia-Pacific Multilingual Education, and ECIS Multilingual Learning in International Education conferences. As a workshop leader and trainer, he enjoys facilitating professional development in ways that promote deep learning (and unlearning!) through reflection and collaboration. In his work, he strives to have a “tough mind and tender heart” and to “be ruthless with systems but kind to people”.