Shaping evidence-informed multilingual education: An instrumental case study at three Dutch primary schools
DOI:
https://doi.org/10.51751/dujal23615Keywords:
multilingual education, inclusion, diversity, primary education, evidence-informed, multilingual pedagogiesAbstract
Multilingual education holds potential for fostering students’ cognitive and social-affective development. However, adequately addressing linguistic diversity remains challenging for educators. This study reports on an instrumental case study at three Dutch primary schools that have successfully integrated multilingual education. The aim was to provide insight into how schools shape evidence-informed multilingual pedagogies. Semi-structured focus-group interviews with educators (N=8) and students (N=22) were conducted. The study revealed concrete ways of shaping multilingual pedagogies and shows that creating impactful multilingual education involves more than implementing isolated multilingual pedagogies. Schoolwide policies that bring coherence to multilingual practices and a supportive context are needed.
Downloads
References
Back, M., Han, M., & Weng, S. C. (2020). Emotional Scaffolding for Emergent Multilingual Learners through Translanguaging: Case Stories. Language and Education, 34(5), 387–406. https://doi.org/10.1080/09500782.2020.1744638
Blom, E. (2023). Lexical and cognitive development of children learning regional languages: Studies from the Netherlands. Nordlyd, 47(2). https://doi.org/10.7557/12.7267 https://dspace.library.uu.nl/bitstream/handle/1874/435728/01_Blom.pdf?sequence=1
Bosma, E., Blom, E., & Verspoor, M. (2022). Multilingualism and its impact on cognitive abilities: A comprehensive review. Journal of Multilingual and Multicultural Development, 43(2), 123-145. https://doi.org/10.1080/01434632.2022.2041234
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Busse, V., Cenoz, J., Dalmann, N., & Rogge, F. (2020). Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children. Language Learning, 70(2), 382–419. https://doi.org/10.1111/lang.12382
Carbonara, V., & Scibetta, A. (2022). Integrating translanguaging pedagogy into Italian primary schools: Implications for language practices and children’s empowerment. International Journal of Bilingual Education and Bilingualism, 25(3), 1049-1069. https://doi.org/10.1080/13670050.2020.1742648
Castillo, N. M., & Wagner, D. A. (2019). Early-Grade Reading Support in Rural South Africa: A Language-Centred Technology Approach. International Review of Education, 65(3), 389–408. https://doi.org/10.1007/s1159-019-09779-0
Cenoz, J. (2012). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 45(1), 71-86. https://doi.org/10.1017/S026144481000046X
Cenoz, J., & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge University Press.
Centraal Bureau voor de Statistiek. (2024). Prognose bevolking naar migratieachtergrond (2019-2060). https://www.cbs.nl/nl-nl/visualisaties/dashboard-bevolking/bevolkingsteller
Corcoll, C. (2013). Developing Children’s Language Awareness: Switching Codes in the Language Classroom. International Journal of Multilingualism, 10(1), 27–45. https://doi.org/10/10/1080/14790718.2011.628023
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222–251. Retrieved from https://links.jstor.org/sici?sici=0034-6543%28197921%2949%3C222%3ALIATED%E2.0.CO%3B2-L
Cummins, J. (2018). Urban Multilingualism and Educational Achievement: Identifying and Implementing Evidence-Based Strategies for School Improvement. In: Van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S., Maryns, K. (eds) The Multilingual Edge of Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54856-6_4
Cummins, J. (2021). Translanguaging: A critical analysis of theoretical claims. In P. Juvonen & M. Källkvist (Eds.), Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives (pp. 7-36). Multilingual Matters.
Demie, F., & Lewis, K. (2018). Raising Achievement of English as Additional Language Pupils in Schools: Implications for Policy and Practice. Educational Review, 70(4), 427–446. https://doi.org/10.1080/00131911.2017.1344190
Denscombe, M. (2021). The Good Research Guide: Research Methods for Small-Scale Social Research (7th ed.). Open University Press.
Duarte, J., & Günther-van der Meij (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24-43. http://dx.doi.org/10.21283/2376905X.9.153
Duarte & Günther-van der Meij (2021). ‘Just accept each other, while the rest of the world doesn’t’ – teachers’reflection on multilingual education. Language and education https://doi.org/10.1080/09500782.2022.2098678
Duchêne, A. (2020). Multilingualism: An insufficient answer to sociolinguistic inequalities. International Journal of the Sociology of Language 263, 91-97. https://doi.org/10.1515/ijsl-2020-2087
European Commission, Directorate-General for Education, Youth, Sport and Culture, Le Pichon-Vorstman, E., Siarova, H., Herzog-Punzenberger, B. (2017). Multilingual education in the light of diversity: lessons learned: analytical report, Publications Office. https://data.europa.eu/doi/10.2766/71255
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
Fielding, R. (2016). Students’ Use of Their Plurilingual Resources in Australian Schools. Language and Education, 30(4), 361–377. https://doi.org/10.1080/09500782.2015.1114631
Forbes, K., & Morea, N. (2024). Mapping school‐level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies. British Educational Research Journal, 50(3), 1189-1207. https://doi.org/10.1002/berj.3959
García, O., Seltzer, K., & Witt, D. (2018). Disrupting Linguistic Inequalities in US Urban Classrooms: The Role of Translanguaging. In P. Van Avermaet et al. (eds.), The Multilingual Edge of Education (41-66). https://doi.org/10.1057/978-1-137-54856-6_3
Giouroukakis, V., & Honigsfeld, A. (2010). High-stakes testing and English language learners: Using culturally and linguistically responsive literacy practices in the high school English classroom. TESOL Journal, 1(4), 470-499. https://doi.org/10.5054/tj.2010.240192Gorter, D. (2013). Linguistic Landscapes in a Multilingual World. Annual Review of Applied Linguistics, 33, 190-212. https://doi.org/10.1017/s0267190513000020
Gorter, D. (2013). Linguistic Landscapes in a Multilingual World. Annual Review of Applied Linguistics, 33, 190-212. https://doi.org/10.1017/s0267190513000020
Hopp, H., & Thoma, D. (2021). Effects of Plurilingual Teaching on Grammatical Development in Early Foreign-Language Learning. Modern Language Journal, 105(2), 464–483. https://doi.org/10.1111/modl.12709
Karlsson, A., Nygard Larsson, P., & Jakobsson, A. (2020). The Continuity of Learning in a Translanguaging Science Classroom. Cultural Studies of Science Education, 15(1), 1–25. https://doi.org/10.1007/s11422-019-09933-y
Kirsch, C., & Duarte, J. (Eds.). (2020). Multilingual approaches for teaching and learning: From acknowledging to capitalizing on multilingualism in European mainstream education. Routledge.
Langeloo, A., Lara, J., de Jong, P. F., & Blok, H. (2019). A systematic review of teacher–child interactions with multilingual young children. Review of Educational Research, 89(4), 536-568. https://doi.org/10.3102/0034654319860266
Lau, S., Botelho, M., & Liaw, M. (2021). Text Production as Process: Negotiating Multiliterate Learning & Identities. Journal of Language, Identity & Education. https://doi.org/10/1080/15348458.2021.189669
Le Pichon, E., & Kambel, E. R. (2022). The Language Friendly School: An Inclusive and Equitable Pedagogy. Childhood Education, 98(1), 42–49. https://doi.org/10.1080/00094056.2022.2020538
Leonet, O., Cenoz, J., & Gorter, D. (2020). Developing morphological awareness across languages: Translanguaging pedagogies in third language acquisition. Language Awareness, 29(1), 41–59. https://doi.org/10.1080/09658416.2019.1688338
López, F. A. (2016). Culturally responsive pedagogies in Arizona and Latino students’ achievement. Teachers College Record, 118(5), 1-42. https://doi.org/10.1177/016146811611800503
Lorenz, E., Krulatz, A., & Torgersen, E. N. (2021). Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice. Teaching and Teacher Education, 105, 103428. https://doi.org/10.1016/j.tate.2021.103428
Lucas, T., & Villegas, A. M. (2010). The missing piece in teacher education: The preparation of linguistically responsive teachers. Yearbook of the National Society for the Study of Education, 109(2), 297-318. https://doi.org/10.1002/jaal.42
OESO (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. TALIS, OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
Meelissen, M. R. M., Maassen, N. A. M., Gubbels, J., van Langen, A. M. L., Valk, J., Dood, C., Derks, I., In ’t Zandt, M., & Wolbers, M. (2023). Resultaten PISA-2022 in vogelvlucht [Pisa-2022 results in a glance]. Universiteit Twente. https://doi.org/10.3990/1.9789036559461
Meléndez-Luces, E., & Couto-Cantero, P. (2021). Examining bilingual education policies and practices: A case study from Puerto Rico. International Journal of Bilingual Education and Bilingualism, 24(2), 210-224. https://doi.org/10.1080/13670050.2020.1734557
Mgijima, V. D. (2021). Advancing text prediction skills through translanguaging. Reading & Writing, 12(1), 1-10. http://dx.doi.org/10.4102/rw.v12i1.284
Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis. 2nd ed. Thousand Oaks, CA: Sage Publications.
Milligan, L. O., Clegg, J., & Tikly, L. (2016). Exploring the potential for language supportive learning in English medium instruction: a Rwandan case study. Comparative Education, 52(3), 328–342. https://doi.org/10.1080/03050068.2016.1185258
Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. https://doi.org/10.1080/00405849209543534
Molyneux, P., Scull, J., & Aliani, R. (2016). Bilingual Education in a Community Language: Lessons from a Longitudinal Study. Language and Education, 30(4), 337–360. https://doi.org/10.1080/09500782.2015.1114630
Morrison, J., Ardasheva, Y., Newcomer, S., Lightner, L., Ernst-Slavit, G., & Carbonneau, K. (2020). Supporting Science Learning for English Language Learners. Journal of Educational Research and Practice, 10(1), 254-274. https://doi.org/10.5590/JERAP.2020.10.1.17
Nederlof, N., & Smit, J. (2018). Meertaligheid in primair en voortgezet onderwijs: een stand van zaken en curriculaire aanbevelingen [Multilingualism in primary and secondary education: a state of affairs and curricular recommendations]. SLO. https://www.slo.nl/publicaties/@4625/meertaligheid/
Newcomer, S. N. (2020). “Who We Are Today”: Latinx Youth Perspectives on the Possibilities of Being Bilingual and Bicultural. Journal of Language, Identity, and Education, 19(3), 193–207. https://doi.org/10.1080/15348458.2019.1655426
Okal, B. O. (2014). "Benefits of multilingualism in education." Universal Journal of Educational Research, 2(3), 223-229. https://doi.org/10.13189/ujer.2014.020304
Onderwijsraad. (2025). Talige diversiteit benutten (advies) [Utilizing linguistic diversity (advice).]. Onderwijsraad. https://www.onderwijsraad.nl/site/binaries/site-content/collections/documents/2025/09/04/talige-diversiteit-benutten/advies-talige-diversiteit-benutten.pdf
Peyer, E., Barras, M., & Lüthi, G. (2022). Including home languages in the classroom: A videographic study on challenges and possibilities of multilingual pedagogy. International Journal of multilingualism, 19(1), 162-177. https://doi.org/10.1080/14790718.2020.1736080
Robertson, S., & Graven, M. (2020). A mathematics teacher’s response to a dilemma: “I’m supposed to teach them in English but they don’t understand.” South African Journal of Childhood Education, 10(1). https://doi.org/10.4102/sajce.v10i1.800
Robinson-Jones, C., Duarte, J., & Günther-van der Meij, M. (2022). “Accept all pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education. Sustainable Multilingualism, 20(1). 94-128. https://doi.org/10.2478/sm-2022-005
Soltero-Gonzalez, L., Sparrow, W., Butvilofsky, S., Escamilla, K., & Hopewell, S. (2016). Effects of a Paired Literacy Program on Emerging Bilingual Children’s Biliteracy Outcomes in Third Grade. Journal of Literacy Research, 48(1), 80–104. https://doi.org/10.1177/1086296X16653842
Strobbe, Lies. (2022). Lost in interpretation? Multilingualism and school-based language policies in primary education (Proefschrift). Universiteit Leuven.
Ticheloven, A., Schwenke-Lam, T., & Fürstenau, S. (2020). Multilingual teaching practices in primary classrooms in Germany: Language comparisons. In M. Schwartz & A. Prošić-Santovac (Eds.), Multilingual approaches for teaching and learning (pp. 18). Routledge. https://doi.org/10.4324/9780429059674
Van Hell, J.G., & Dijkstra, T. (2002). Foreign language knowledge can influence native language performance in exclusively native contexts. Psychonomic Bulletin & Review 9, 780-789. https://doi.org/10.3758/BF03196335
Van Hooft, A., Van Meurs, F., Nederstigt, U., Hendriks, B., Planken, B., & Van den Berg, S. (2019). The Netherlands [E-book]. In C. Lapresta-Rey & Á. Huguet (Eds.), Multilingualism in European Language Education (pp. 132–155). Channel View Publications. https://doi.org/10.21832/9781788923316
Veerman, E., Danbury, E., Duarte. J., Volman, M., & Gaikhorst, L. (2025). A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education. Journal of multilingual and Multicultural Development, 1-26. https://doi.org/10.1080/01434632.2025.2472862
Wedin, A., & Wessman, A. (2017). Multilingualism as Policy and Practices in Elementary School: Powerful Tools for Inclusion of Newly Arrived Pupils. International Electronic Journal of Elementary Education, 9(4), 873–890. Retrieved from: https://iejee.com/index.php/IEJEE/article/view/290
Yin, R.K. (2018). Case study research: Design and methods. Sage.
Zaidi, R. (2020). Dual-Language Books: Enhancing Engagement and Language Awareness. Journal of Literacy Research, 52(3), 269–292. https://doi.org.10.1177/1086296X20939559
Published
Issue
Section
License
Copyright (c) 2026 Edda Veerman, Emma Danbury, Joana Duarte, Monique Volman, Lisa Gaikhorst
This work is licensed under a Creative Commons Attribution 4.0 International License.
