About

We are a collaborative of educators, researchers, and school leaders who share a vision: international schools that are truly international, linguistically inclusive, culturally aware, and deeply equitable.

We are rooted in decades of research and real practice.

Oxford Collaborative for Multilingualism in Education (OCME) brings together the most experienced and respected experts, researchers and practitioners working with international schools today, specialising in language teaching and learning, the development of bilingualism, language policy development, and language curricula development.
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We believe that every language matters.

Not just in the classroom, but in every corridor, staff meeting, and policy document. In every relationship. In every child’s sense of self. Language is identity, and every student’s identity deserves to be seen, supported, and celebrated.
Because linguistic inclusion is not an add-on. It is a whole-school commitment.
It is not something schools do. It is something they are.

Why schools choose us

We work in partnership with schools from the inside out - starting with leadership, reaching every teacher, staff member, and family. We embed change that transforms school cultures, not just the classrooms.

Whole-School, Whole-Hearted

Sustainable change starts with leadership and flows through the entire community, from headteacher to support staff.

Research-Informed, Practice-Driven

Our work is grounded in the latest academic insights and shaped by real-world experience.

Collaboration Over Prescription

We co-create with schools, respecting each unique context and working in true partnership.

When multilingual learners thrive, everyone benefits.

Meet our team

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Dr Eowyn Crisfield

Dr Eowyn Crisfield is the Founder and Director of Oxford Collaborative for Multilingualism in Education.
She is a specialist in bi/multilingualism in families and schools and in teaching English as a second/foreign language. Eowyn is an accredited educational consultant and an Honorary Norham Fellow, Department of Education, University of Oxford.

She works with schools internationally on areas related to language acquisition and bilingualism. She is author of Bilingual Families: A practical language planning guide (2021) and the popular blog “on raising bilingual children”. She has raised three multilingual children.

Niki Cooper-Robbins

Niki is British and Dutch, and she’s currently living in the Netherlands. She’s an Educational Development Consultant, an Artist, a PhD candidate and an Art Therapy Student.

Niki’s a keen advocate for multilingualism and student voice, particularly for ESL and refugee background students and those who are neurodivergent, like herself. She’s developed expertise in multilingualism in education, specifically ELL and home/best language maintenance programmes to support emergent multilingual students.
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Sarah van Kempen-Cullip

Sarah van Kempen-Cullip is a researcher-practitioner and specialist in multilingualism and teaching English as a second/foreign language. She is also an educational consultant and former Fulbright scholar. Sarah has teaching experience in both international and public school contexts in the United States, Germany and the Netherlands. Much of this experience has been with refugee background students.

Sarah is passionate about inclusive language education policy and practice that fosters student well-being and empowerment and elevates student voice. Sarah resides in the Netherlands and is raising a bilingual son.
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Paul Jacobs

Paul lives in Japan, where he works to support multilingual and neurodivergent learners to connect with the world around them through language learning. His focus includes Japanese-English biliteracy, cross-cultural collaboration, and supporting students with special education needs, particularly those with dyslexia.

As the Head Researcher at the Institute of Bilingual Science (IBS), he connects academic research on bilingualism with practical guidance for educators and parents.

Paul also facilitates professional development that brings together Japanese and English-speaking teachers to support their multilingual learners.

He resides in Okinawa, Japan, raising bilingual daughters.
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Dr. Lorna Caputo-Greenall

Dr. Lorna Caputo-Greenall is an international educator, researcher, and consultant specializing in childhood multilingualism within international school contexts. Based in Switzerland, she specialises in typical and atypical language development in multilingual children, particularly in transnational settings.

With a deep commitment to equitable language education, Dr. Caputo-Greenall designs and implements school-wide programmes that empower bi- and multilingual learners to develop their full linguistic repertoires. She integrates inquiry-based learning into additional language instruction and actively supports home language pathways across diverse curricula, including teaching and supporting schools with the new International Baccalaureate (IB) linguistic anthropology course Language and Culture.

Dr. Caputo-Greenall is a Research Associate at the Centre for the Study of Language and Society at the University of Bern and convenes the International Schools Special Interest Group for the UK’s National Association for Language Development in the Curriculum (NALDIC). She is the author of Using Inquiry-Based Learning to Teach Additional Languages (2014) and the forthcoming Navigating the Multilingual Mosaic: Social and Linguistic Injustices in International Schooling.
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Mary Bloggs

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