In this quick-fire presentation, we share our experience developing teaching and learning resources with and for European secondary school teachers as part of an Erasmus + Teacher Academy, linking sustainability, linguistic and cultural diversity and decolonisation in schools. Although it is widely recognised that letting multilingualism into schools reduces disadvantage faced by marginalised, multilingual learners and benefits all learners, monolingual education remains the dominant form (May, 2017). Education for sustainability provides impetus for including the excluded in classrooms and curricula, through connecting monolingual hegemony in schools to historical processes of colonisation and highlighting the need for diverse ways of seeing, thinking and acting and critical awareness of positionality for all. We will showcase selected activities, and present initial feedback from teachers and their students.

May, S. (2017). Bilingual education: What the research tells us. In O. García et al. (eds.) (Ed.), Bilingual and Multilingual Education, Encyclopaedia of Language and Education Springer.