1. BIP
  2. Linguistic Diversity in the Multilingual, European Classroom
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Linguistic Diversity in the Multilingual, European Classroom

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Overview

Name

Linguistic Diversity in the Multilingual, European Classroom

Application Deadline

2026-03-07

Field of studies related to the programme

023 (Languages)

Programme description

Contemporary classrooms are increasingly marked by linguistic and cultural diversity, with the presence of monolingual students, heritage speakers, and learners from immigrant backgrounds. In this context, language plays a decisive role not only as a communicative tool but also as a factor of inclusion or exclusion. Limited proficiency in the majority language can restrict access to knowledge, fundamental rights, and participation in social and educational life, placing some students at a disadvantage.
Language education, therefore, cannot be reduced to the acquisition of grammatical structures. It must also cultivate cognitive, communicative, and socio-affective strategies that enable learners to negotiate meaning, adapt to varied communicative contexts, and transfer knowledge across their different languages. In this regard, language awareness emerges as a central component, particularly for heritage and multilingual learners, as it supports the integration of their linguistic repertoires, strengthens communicative competence, and affirms linguistic diversity within the classroom.
This BIP, aimed at language educators, proposes training to address these challenges in their multilingual classrooms.

Teaching hours in virtual mode

30.0

Teaching hours in presence mode

20.0

Main topics addressed during the programme

CLIL, translanguaging, Global Englishes, and inclusive pedagogies.

Learning outcomes

The BIP will adopt a learner-centred, interactive, and practice-oriented approach, combining theoretical input with hands-on application. The following methods will be employed:

Interactive workshops and seminars to introduce key concepts such as CLIL, translanguaging, Global Englishes, and inclusive pedagogies.
Collaborative group work where participants co-design multilingual teaching activities and reflect on classroom scenarios.
Case studies and problem-based learning to analyse real-life challenges in linguistically diverse classrooms and propose solutions.
Reflective practice through guided discussions, learning journals, and self-assessment tasks to enhance language awareness and pedagogical sensitivity.
Blended learning components, including online preparatory materials and follow-up activities to extend learning beyond face-to-face sessions.
Intercultural exchange activities fostering dialogue among participants from different educational and cultural backgrounds.

Practical Details

Academic Year

2025/2026

Open to (type of candidate)

Master's

Number of admitted participants

15

Coordinating University

University of Extremadura

Core partner Universities

University of Parma University of Évora Wrocław University of Environmental and Life Sciences

Language of teaching

English

Language level required

B2

Duration of the programme (hours)

75

ECTS credits

3

In-presence Component

In-presence starting date

2026-05-04

In-presence closing date

2026-05-08

Programme location

University of Oradea

In-presence component description

Interactive workshops and seminars to introduce key concepts such as CLIL, translanguaging, Global Englishes, and inclusive pedagogies.
Collaborative group work where participants co-design multilingual teaching activities and reflect on classroom scenarios.

Virtual Component

Virtual component starting date

2026-04-07

Virtual component closing date

2026-05-23

Virtual component description

Pre-course module on multilingualism and language awareness
Online discussion forum on inclusive classroom practices
Virtual case study analysis of diverse classroom scenarios
Interactive webinar on translanguaging strategies
Collaborative online task designing inclusive lesson plans
Short video lectures on CLIL and Global Englishes
Reflective e-journal on participants’ teaching contexts

Assessment

Form of assesssment

Final assignment on the online platform

Requirements

Academic pre-requisites for applicants

Bachelor's degree in Languages

Application requirements

Motivation letter Europass CV Transcript of Records

Selection Process

Evaluation Criteria

Assessment of the assignment

About the lecturers

About the lecturer(s)

Rafael Alejo González- trainer Universidad de Extremadura
Ana María Piquer Píriz trainer Universidad de Extremadura
Marta Martín Gilete trainer Universidad de Extremadura
Marco Mezzadri - trainer- University of Parma
Claudia Ledda -trainer - University of Parma
Paulo Costa - trainer- Universidade de Évora
Ewa Hajdasz - trainer Uniwersytet Przyrodniczy we Wrocławiu
Paweł Buksak - trainer Uniwersytet Przyrodniczy we Wrocławiu

Coordinator

Sturza Amalia