Enhancing Teacher Education to Meet the Needs of Multilingual/Multicultural Learners: The Design of an Open Source Training Initiative

The funding for the project enabled the successful completion of all planned stages. The first phase involved the administration of an online survey to secondary school teachers across Ireland. The survey gathered data on linguistic diversity within schools, students’ language profiles, perceived educational and linguistic needs, levels of English proficiency, and challenges encountered by multilingual learners in accessing the education system. It also explored teachers’ pedagogical practices at classroom, school, and whole-school levels, as well as their experiences with, and expectations of, continuous professional development related to plurilingualism and linguistic diversity.

Findings from the survey informed the second phase of the project: the design and development of an open-access e-book offering practical guidance for implementing a plurilingual approach in secondary schools. The e-book was structured to support teachers across multiple dimensions of practice, including: strategies for gathering information about students’ linguistic and cultural backgrounds; approaches to fostering inclusive classroom and school environments; subject-specific strategies for integrating multiple languages into teaching and learning; whole-school initiatives; and ideas for projects, collaborations, and extracurricular activities. Particular attention was paid to ensuring that the proposed strategies were realistic, adaptable, and sensitive to curricular and time constraints.

The final phase of the project focused on evaluating the usability, relevance, and appropriateness of the e-book. Five online focus groups were conducted with practising secondary school teachers. Participants received a copy of the e-book in advance and were invited to review and reflect on its content. Overall, feedback was highly positive. Teachers highlighted the practical nature of the strategies, the accessibility of the resource, and its potential to support inclusive practice. Participants also provided constructive suggestions regarding visual design, the refinement of certain activities, and the inclusion or exclusion of strategies based on feasibility in daily teaching contexts. This feedback will inform the final revision of the e-book and its wider dissemination.

Here is a link to the ebook: "A Teacher's Guide to Embracing Linguistic Diversity".
 

The project has had a meaningful impact on teaching and learning approaches by foregrounding plurilingualism as a resource rather than a challenge in secondary school education. By documenting teachers’ experiences and needs, the project provided evidence of the realities of multilingual classrooms and highlighted the structural and pedagogical constraints within which teachers operate. This evidence base informed the development of a resource that is grounded in teachers’ lived experience rather than abstract policy directives.

The e-book supports teachers in adopting more inclusive and culturally responsive pedagogies, contributing to improved student engagement and participation, particularly for multilingual learners whose linguistic repertoires are often marginalised in school settings. Teachers involved in the evaluation reported that the resource validated practices they were already experimenting with while also offering new, concrete strategies that could be readily adapted to their subjects and school contexts. In this sense, the project fostered reflective practice and professional confidence.

At a broader level, the project contributes to curriculum and school development by promoting a whole-school understanding of linguistic diversity. The inclusion of whole-school initiatives and collaborative activities encourages schools to move beyond isolated classroom interventions towards more coherent and sustainable approaches. This aligns with principles of Education for Sustainable Development, particularly in relation to equity, inclusion, and the creation of inclusive institutions.

Within higher education, the project has enhanced the authors’ teaching and curriculum design on initial teacher education and language education programmes. Insights from the survey and focus groups are already informing university-level teaching, ensuring stronger alignment between teacher education and the realities of contemporary secondary school classrooms. The project also strengthens links between the university and post-primary sector, positioning SALIS as a hub for research-informed professional learning in plurilingual education.

Key Learning

A key learning from this project is the importance of grounding pedagogical innovation in the realities of teachers’ everyday practice. While policy and research strongly advocate for inclusive and plurilingual approaches, teachers operate within significant structural constraints. Actively involving practitioners through needs analysis and evaluation was essential in producing a resource that is both credible and usable.

The project also highlighted the value of collaboration across institutions and sectors. Working with colleagues from another university and with practising teachers enriched the project intellectually and ensured broader relevance and impact. Time must be allocated for meaningful engagement with participants, particularly in evaluative stages, as their insights are crucial for refining outputs.

Another important lesson concerns dissemination and format. Teachers responded positively to the accessibility of an open-access digital resource, but also highlighted the continued value of alternative formats. Flexibility in how outputs are shared can enhance uptake and sustainability.

For colleagues planning similar projects, we would recommend: (1) investing time in needs analysis before designing interventions; (2) prioritising feasibility and adaptability over comprehensiveness; (3) building evaluation into the project from the outset; and (4) viewing practitioner feedback not as critique but as a resource for improvement. Finally, small-scale funded projects can have significant impact when they are strategically aligned with institutional priorities and when outputs are designed with sustainability and future development in mind.

Future Work

The project directly informs the authors’ ongoing research and teaching in applied linguistics, teacher education, and multilingualism. It has deepened our understanding of current practices and challenges in secondary schools and highlighted the need for context-sensitive professional development opportunities. Feedback from participating teachers will guide the refinement and expansion of the e-book, ensuring continued relevance and practical value.

The findings are already being integrated into university programmes aimed at pre-service teachers and language students, strengthening links between research, teaching, and professional practice. The project has also facilitated the development of professional networks with secondary school teachers interested in plurilingual education, opening opportunities for future collaborations, workshops, and school-based initiatives.

Participants expressed strong interest in further engagement with the authors’ work, which may support longer-term partnerships between SALIS and post-primary schools. The project also revealed a clear gap in accessible CPD in this area, suggesting potential for future initiatives such as accredited workshops, short courses, or micro-credentials. Finally, the collaboration between DCU and TU Dublin has laid the groundwork for future joint research projects focused on multilingual education and social justice in Irish educational contexts.

Evaluation

The project was evaluated using a qualitative, practitioner-centred approach. Following completion of the e-book, five online focus groups were conducted with practising secondary school teachers who had previously received and reviewed the resource. The focus groups were designed to assess the usability, clarity, relevance, and perceived applicability of the e-book in real classroom and school contexts.

Teachers were invited to comment on the structure, content, and visual presentation of the resource, as well as to reflect on which strategies they found most and least feasible. The discussions also explored how the e-book aligned with teachers’ existing practices and the constraints imposed by curriculum demands, assessment, and time pressures.

The evaluation demonstrated that teachers valued the practical orientation of the resource and its recognition of the complexities of secondary school teaching. Participants highlighted the usefulness of adaptable strategies and welcomed the emphasis on inclusivity at both classroom and whole-school levels. Constructive feedback related mainly to design elements and the refinement of specific activities. This evaluative process has provided clear guidance for revising the resource prior to wider dissemination and has ensured that the final output is firmly grounded in practitioner feedback.