From corridor to classroom: building schools where every language belongs

Research-informed and practice-driven consultancy and professional development, created by the leading experts and academics in the field of multilingual education
Write your awesome label here.
We feel very fortunate as school and department to have the opportunity to work closely with Eowyn Crisfield. Her knowledge about Linguistics and supporting bilingual children is incredible. She truly understands the nature of international schools and its community. Eowyn has helped us lift our practice to the next level, she is truly a bridge between the academic world and every day school reality.

Lara Brugman-Rikers
EAL Coordinator, Mother Tongue Inclusion, International School of The Hague

Linguistic inclusion: whole-school and whole-hearted

In an increasingly globalised world, languages take centre stage, especially in schools. Numbers of bilingual/multilingual learners in national schools are on the rise, and numbers in international schools are at an all-time high.

Schools have increasing complex language requirements that are crucial to meeting the needs of all their learners. The range of language-related programming and training that schools currently need spans the entire spectrum: from language learners (EAL/ELL or other), home languages to host country/foreign language teaching and immersion/bilingual programming. These needs must be addressed across the curriculum, and across the whole school, from reception to secondary school.

All students have the capacity to become bi/multilingual, and all students deserve the chance to become bi/multilingual. Embracing and activating languages in our schools starts with valuing the languages spoken by all our students, and in providing engaging, meaningful opportunities to learn about and in other languages for all students. 

OCME offers the following services designed to improve language provisions across the curriculum:

Our services for...

Whole School
Systems

Languages Audits

A school audit will provide a critical look at all the language provisions in your school, from admissions to pedagogy. This can include EAL/ELL/ELA provision, home languages, host country languages, and world languages

MTS-ELA

Our unique Multi-tiered system for English Language Acquisition provides a systematic and systemic approach to EAL/ELA programming, and maximising scope and provision for our students learning the language of instruction. The core of the MTS-ELA model is building a strong, embedded Tier 1 provision, developed from the most recent research on language teaching methodology. 

MTS-LLD

A sister programme to the MTS-ELA, the Multi-tiered system for Language Learning and Development focuses on developing a tiered model of provision for the home languages of all our students. This programme is rooted in established research which shows that home language proficiency is a positive indicator of school language of instruction proficency. MTS-LLD offers an embedded, inclusive, and realistic model for diverse schools. 

Parents as Language Partners

This unique programme is based on Eowyn’s book ‘Bilingual Families: A practical language planning guide’ (2021). A blended model of parent seminars, creation of documentation, and development of family language planning strategies in schools, this approach ensures that the school and parents are working together for the best outcomes for bi/multilingual students, based on shared understandings, shared commitments, and shared expectations. 

Language Policy Development

Language policies are essential in schools for fostering equitable access to learning. They provide a structured approach to supporting all language provisions and all language learners, ensuring that all students—regardless of linguistic background—can access the curriculum and succeed academically, and have opportunities to develop additional languages. 
OCME supports schools in reviewing and updating Language Policies, or in developing Language Policy from the ground up, including professional development, collaborative drafting, consultation/review, and implementation. 

Professional Development

Every teacher is a language teacher Programme

A unique 6-part professional development programme designed to help all teachers acquire the knowledge and skills necessary to leverage the curriculum for teaching students who are developing English as an additional language. Each course focuses on one key area, and together they span curriculum, methodology, and pedagogy. Each element is also available as stand-alone professional development.

Multilingual Pedagogies (translanguaging)

OCME has been at the forefront in the field of multilingual pedagogies, developing bespoke training on translanguaging since 2015, and has developed a clear framework for implementation in international schools. This professional development is delivered as a coaching unit. 

Bespoke Professional Development Pathways

Some of our targeted courses include:
- Second Language Acquisition: The basics
- EAL or SEN: Untangling the web
- Teaching languages to student with specific learning difficulties
- Linguistics for students: Building curiosity and capacity for language learning (primary and secondary)
- Working with languages in the Early Years

Curriculum Development

Host country Language Programmes

Building successful purpose-driven host country language programmes, from blue-sky thinking to curriculum design and pedagogy. The purpose of Host Country Language Programmes can range from being the home language of some students, to a second language for long-term residents in the host country, or being a new language for other students. The commonality is that developing host country language proficiency integrates the school community in their local context. OCME provides solutions to curriculum design and pedagogy. 

Bilingual Programmes 

Bilingual programmes are complex and situated; what works in one context may not work at all in another. OCME works with schools to develop an understanding of the research on bilingual education, including affordances and constraints in different contexts, and to contextualise that understanding through the lens of their own language ecology, curriculum, people. We offer strategic planning, development, and review of bilingual programmes, with professional development for all stakeholders.

World Languages

World Language learning offers the opportunity for students to explore a new language within a classroom setting, whilst making connections to the other languages they know and use on a daily basis. OCME looks at developing World Language programmes from Early Years to Secondary, through curriculum design and pedagogy, based on the most current research on language teaching and learning globally.  

Linguistics in the Classroom 

One of the best ways to improve student outcomes for languages is to develop an awareness of and curiosity about how languages work. This is a cross-curricular approach that has impact on all levels of language teaching, from Early Years upwards, and increases engagement in all areas of language teaching, including English, host country languages, World Languages, and home languages. 

Research-informed and practice-driven consultancy and courses, created by the leading experts and academics in the field of multilingual education

Over the last twenty years, Dr Eowyn Crisfield has developed an approach to working with state and international schools that brings about lasting change and creates truly inclusive multilingual environments. Through the Oxford Collaborative, more schools globally can benefit from the transformative impact of her methodology.   
"OCME is a team of practitioner academics who are all dedicated to improving language experiences and outcomes in schools."

Dr Eowyn Crisfield

Founder and Director
Oxford Collaborative for Multilingualism in Education

Specialist self-study courses in all things multilingual

Created with