Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today’s societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching.
This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson, relating to a specific aspect of grammar, which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents.