One of the challenges for teachers in multilingual classrooms, where English is the primary medium of education, is to meet the English language needs of students for whom English is a second (or subsequent) language, while at the same time building on those students’ prior knowledge, lived experiences and language. At the same time, we need to take into account that educational outcomes for all students are likely to be increased when they are engaged in an intellectually challenging curriculum. To be successful learners, therefore, all students need planned, targeted and ongoing support to meet the language, literacy and learning demands of all areas of the curriculum.
