WEBINAR series

Research into Practice

Making the case for linguistic inclusion
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About the webinar series

In international schools today, leaders and teachers are navigating increasingly multilingual classrooms — yet the research on what truly supports multilingual learners is often scattered, overwhelming, or inaccessible.

"Research into Practice" is a new webinar series designed to bridge that gap.

Across the series, we translate robust, up-to-date research into clear, actionable practice for schools.

Each session equips educators and school leaders with the knowledge and evidence they need to advocate for — and implement — whole-school, systematic approaches to multilingualism, such as MTS-ELA and MTS-LLD.

Whether you are a Head of EAL, a teaching and learning lead, a classroom teacher, or a member of senior leadership, this series gives you the compelling, research-grounded arguments to:

  • Demonstrate that linguistic inclusion is not just a wellbeing initiative — it directly supports academic achievement, identity development, and engagement.
  • Make the case for coherent, school-wide frameworks rather than isolated classroom strategies.
  • Support staff in moving from awareness to aligned action.
  • Strengthen your school’s vision for multilingual learners through evidence-informed practice.

Demonstrate that linguistic inclusion is not "just" a wellbeing initiative.

Make the case for coherent, school-wide frameworks rather than isolated classroom strategies.

Strengthen your school’s vision for multilingual learners through evidence-informed practice.

Upcoming webinars

Research into Practice

Linguistic inclusion: whole -school and whole-hearted with Dr Eowyn Crisfield

What does the research really say — and why does it matter for your school?

The opening webinar in the Research Into Practice series sets the foundation for all future sessions. It unpacks the core concepts of linguistic inclusion and explores what decades of international research reveal about how multilingual learners thrive.

This session answers the key question every school must grapple with:
What is the impact — academically, socially, and emotionally — of creating a linguistically inclusive environment?

You will leave with a clear, evidence-backed understanding of:

  • How students’ home languages support—not hinder—academic progress in English or other school languages.
  • Why identity affirmation and language visibility are essential for wellbeing, belonging, and engagement.
  • What the research reveals about translanguaging, bilingual development, and the role of family languages in learning.
  • The limitations of ad-hoc EAL interventions, and why whole-school frameworks (such as MTS-ELA and MTS-LLD) lead to significantly better outcomes.
  • How inclusive language practices create gains not only for multilingual learners but for all students.
This is an ideal session for schools exploring or already engaging with systematic approaches to EAL and multilingualism.

It provides the “why” that empowers leaders and teachers to commit wholeheartedly to change — and will set the stage for upcoming webinars focusing on leadership, pedagogy, curriculum design, and assessment.

Host country language: vision and provision - with Susan Stewart

Many international schools around the world, by choice or due to local regulations, have host country language as part of their curriculum.

This webinar looks at how international schools approach host country language provision and why careful planning of this provision is essential.

We will look at some of the research which looks specifically at host country language provision in international schools, as well as what aspects of related research can be drawn upon.

You will leave with a clear, evidence-backed understanding of:
  • How host country language provision supports academic progress in English and other languages
  • Why host country language is key to identity affirmation and inclusion for all students
  • Your role in ensuring that your school has a research-driven vision of the role of host country language
  • How your school’s provision is meeting the needs of all students


This is an ideal session for host country language teachers, as well as language, curriculum and school leaders.

Advocacy Fatigue: whole-school and whole-hearted, but worn out! - with Niki Cooper-Robbins

What does the research say about advocacy fatigue, and why does it matter for you, your school and your students?

As the academic year comes to an end and we dare to contemplate the long awaited holiday break just around the corner, the Research Into Practice series reminds us to prioritise self care.

It unpacks the core concepts of teacher wellbeing and advocacy. As multilingual champions, we work to keep the needs of our students in view, often without a second thought. This sustained commitment to carry the needs of our students can come at the expense of our own wellbeing. The symptoms of which are often explained away as part of the everyday pressures of a complex teaching role, rather than recognised early and addressed.

This session invites us to consider the concepts of teacher wellbeing and advocacy and asks the important question: how can we care for ourselves while continuing to advocate for our students?

You will leave with a clear, evidence-informed understanding of:
  • Advocacy fatigue - what it is, how it develops, and how it manifests in everyday life
  • Practical, sustainable and proactive self-care strategies that support both personal wellbeing and ongoing advocacy


This is an ideal session for educators, teams and schools who are committed to advocating for the needs of their learners, but at the same time, want to understand how to protect themselves in this process.

It reinforces the idea that self-care is not separate from advocacy, but fundamental to it - putting the healthy in whole-school and whole-hearted.