OCME blog: useful articles and resources

Carder Starr created Linguicity as part of his language learning journey. With Linguicity multilingualism becomes an asset in play. One does not have to leave their languages at the door — bring them in!

Explore Triple A+ Learning, a framework for teaching for understanding through awareness, abstraction, application and deliberate practice an approach that has shaped OCME course design, helping educators connect theory with practice, build student agency and create meaningful, transferable learning experiences.

Our contribution is rarely immediate. The true fruits often emerge years later, as students move through educational systems and beyond our care. That’s why it’s vital to ensure holistic systems and processes are in place, ones that lift and support every student during their short time with us. Only then can they leave, equipped with the knowledge and confidence to pursue their true potential and thrive in the world ahead.

Using the metaphor of rising or falling water, Leah Montano shows that when schools remain trapped in a monolingual mindset, students' abilities are hidden not by a lack of capability, but by systems that fail to make their knowledge accessible and visible.

Eowyn Crisfield, PhD, Founder and Academic Director of Oxford Collaborative for Multilingualism in Education takes a closer look at the three priorities for strengthening language education in England proposed by the British Council and argues that only one them goes far enough.

When we talk about literacy in multilingual schools, it is easy to focus on the language of instruction. We often ask how students can develop stronger reading and writing skills in English, or another school language, without always considering the literacy knowledge they already bring with them. I believe we need to start with a different question: how can literacy in one language support literacy development in another?