Multilingual Pedagogies (Translanguaging)

At the intersection of language and learning
Please note VAT will be added at checkout where applicable. 
Format

Asynchronous
Self-study

Starting date

On
Demand

Author

Dr Eowyn 
Crisfield

Best for

All

Duration

6 weeks
3-5 hours p/w

Price

£ 249
+ VAT

About the course

In multilingual classrooms, languages don’t exist in silos - and neither should teaching!

This online course introduces translanguaging, a dynamic approach that embraces the full linguistic repertoire of multilingual learners. Grounded in research and practical application, the course equips educators with the knowledge and tools to plan, implement, and evaluate inclusive teaching strategies that use all languages as resources for learning.

Whether you're an EAL/ELL specialist or a classroom teacher, this course helps you rethink how languages can be leveraged to support deeper understanding, engagement, and achievement for all learners.

Understand the Research Behind Translanguaging

Explore the evidence on the role of home languages in education, and why multilingual practices matter for cognitive development and equitable learning.

Apply Translanguaging Strategies in Your Context

Learn concrete ways to plan for and implement translanguaging in your own classroom or school, tailored to your learners—even if you don’t speak their home languages. 

Design and Trial a Translanguaging Approach

Create a practical action plan and carry out your own classroom trial, with support to reflect, adapt, and share what works for your multilingual learners.

What the course participants said about the course...

This course helped me understand best practices in multilingual education and develop a much stronger theoretical foundation for translanguaging. I’m excited to share my learning with colleagues and make my own practices more engaging and effective for multilingual learners.
Dalia Umanskiy
School-wide Speech & Language Pathologist
I didn’t expect the course to be so eye-opening or to offer so many practical strategies. There were countless ‘aha’ moments, and the way research was connected to concrete classroom practice provided answers to questions we’re actively asking as a school.
Zohra Beldman
Language Specialist, Optimist International School
Exploring real teaching practices and examining how they align with sound translanguaging pedagogy pushed my thinking further and helped me see how to take practice to the next level. The curriculum examples using the translanguaging cycle were particularly beneficial and immediately applicable.
Cathie MacLeod
EAL / Multilingualism Specialist, UWC Maastricht
Before I started the course, I had many questions about how L1 could help my students in their English Learning. I used to think that it was better to fade L1 if they are learning English. Now I can understand how valuable it is to use their mother tongue as a valuable resource in their language journey. Translaguaging, used intentionally in the class is the perfect way to help and improve our students' learning process.
Mariangel Lugo
ELD Specialist in an International School, Venezuela
Before this course, reading and analysing long research articles was never really my cup of tea. However, the way the content was explained helped me engage with research much more deeply and gave me the confidence to approach analysis thoughtfully throughout the rest of the course.
Krithika Chandrashekar
Primary EAL Teacher, Garden International School, Kuala Lumpur, Malaysia
This course was a transformative experience for my iELD practice. The most valuable takeaway was learning how to empower my students to use their full linguistic repertoire as a bridge to English proficiency. I found the Oxford Collaborative course to be incredibly insightful and practical. The strategies I learned have already improved my classroom collaboration and helped my students feel more confident in their ability to succeed in a second language. I highly recommend this course to any educator working with diverse populations!
Audrey Arends
iELD Teacher Colegio Internacional de Carabobo - Venezuela
One of my biggest takeaways was understanding translanguaging not simply as code-switching, but as an intentional pedagogical approach. I truly believe that if this is embraced not only by language teachers but by teachers across all subject areas, it can create genuine inclusion, belonging, and meaningful learning experiences within schools.
Krithika Chandrashekar
Primary EAL Teacher, Garden International School, Kuala Lumpur, Malaysia

Frequently asked questions

How long do I have to complete the course?

You get access to the content of the course for 6 months from enrolment.  

Will I get a certificate at the end?

You can claim the Certificate of Completion in Module 7, once you have done all activities in the course. Completed activities will have a tick next to them, so you can easily see if you missed any in the course!

How long does the course take?

This is a self-study, self-paced course, so you can work at your own pace during your 6 months' access to the course content. The course content is designed for 3-5 hours of study per module - and there are 6 core modules in the course.

What are the course modules?

There are 6 core modules in the course:

Module 1: Exploring Multilingualism and Multilingual Pedagogy
Module 2: From Theory to Classroom
Module 3: The Translanguaging Cycle
Module 4: Supporting Translanguaging Success
Module 5: Shifting the Monolingual Habitus
Module 6: Being a Translanguaging Influencer

To view what's inside the modules, Sign in or Register on the site for free.

Are  there live sessions in the course?

Every month there is an open Q&A session for all course participants learning with OCME. The sessions will be held live on Zoom and you will receive an invitation and a joining link, as well as an opportunity to submit your questions before the session. 
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Course Lessons

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Dr Eowyn Crisfield

Dr Eowyn Crisfield is a specialist in languages across the curriculum, including EAL/ELL, home languages, bilingual and immersion education, super-diverse schools and translanguaging. She has been an ESL/EAL teacher, department head, curriculum developer, and has worked in several universities in teacher development programmes. 

Her focus is on equal access to learning and language development for all students, and on appropriate and effective professional development for teachers working with language learners. She works with families, schools, and organisations around the world, and is engaged in research on topics related to languages in education.She is also an honorary Norham fellow at the Department of Education, University of Oxford.