ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book presents multilingual approaches at various school levels, focusing on methods or pedagogy. It examines translanguaging, intercomprehension and assessment accommodations, specific materials, or the pedagogy as a whole. The book presents recent or ongoing empirical studies and reviews literature which will be helpful for future studies. It demonstrates that multilingual approaches promote learning and that drawing on pupils’ home languages in schools is beneficial, asks teachers, researchers, and policy-makers not to turn a blind eye to multilingualism but, rather, capital-ise on it. The book emphasizes the need for students to develop multilingual competence in our everchanging globalised and interconnected world. It addresses social hierarchies and power relationships, and have the potential to be transformative for learners, teachers, and schools. The book consideres factors that may aid or hinder effective multilingual approaches, among them language policies and curricula.
