Anglophone group

My first post here — and a short survey 🙂

Do you have students in your groups who do not speak (or do not speak exclusively) the classroom language at home? And/or students who have been socialized in a cultural environment different from the one that is dominant in your current classroom context?

If so, have you developed any teaching methods or pedagogical stances that turn this diversity into a resource, benefiting the whole group?

I am thinking both of language classes and other subjects (French, philosophy, social sciences, history, etc.). It seems to me that this diversity can enrich understanding of course content, increase student engagement, improve learning efficiency (and therefore save time and energy), bring deeper and more grounded perspectives, and foster group cohesion.

But concretely, how do you make the most of this situation?

I would very much like to read your thoughts and experiences.

Empowering teachers through instructional coaching and CLIL: building 21st-century classrooms

If you are working with CLIL or pluriliteracies, this discussion may be especially relevant to your practice.

I’ve been invited to take part in a live conversation today. We’ll explore how instructional coaching and CLIL can support deeper thinking, strengthen language, and encourage real student participation.

Some of the questions we’ll explore:

◾ How does instructional coaching transform classroom practice?

Imagine this: you give your students a list of ten new words. They memorize them for a day or two… and then they forget most of them. Sound familiar?

This is exactly why, in CLIL teaching (Content and Language Integrated Learning), how we introduce vocabulary is just as important as what we introduce. Words alone are not enough. Students need context, meaning, and connection to really make language their own.

Context Makes Vocabulary Come Alive

Vocabulary isn’t just a label—it’s a tool for thinking, reasoning, and communicating. When we embed new words in stories, images, experiments, or real-life situations, students start to understand why the words matter, not just what they mean.

Here’s why this is crucial:

- Deep understanding: Students don’t just memorize words—they learn when, why, and how to use them.