ABSTRACT
In response to a growing linguistically diverse student population, schools in Flanders (Belgium) are looking for research-based answers to questions they have about language acquisition, developing the language of schooling and multilingualism. In 2008, all primary schools of a large school district in the city of Genk approached the Centre for Language and Education (CLE) of the University of Leuven (KU Leuven) for consultancy about these topics. The CLE worked with the leadership team, school-internal coaches and the school team to develop and gradually implement a language-in-education policy. Data collection consisted of language tests, classroom observations, interviews, and surveys. Recommendations aimed at keeping teachers and coaches involved. The study confirmed that transforming teachers’ beliefs and practices is a long-term endeavour and that the coaching skills of the school-internal coaches require more training.
