In schools dealing with high migration emergencies, teachers often face several serious challenges. Not only do they lack linguistic resources to integrate foreign students into the learning activities of their usual classroom, but they also lack effective strategies to engage individuals, who have experienced trauma or come from entirely different cultures. This course proposes to merge reflection on CLIL (Content and Language Integrated Learning) and translanguaging to help schoolteachers respond to these challenges.

By the end of the course, participants will be able to design and implement effective lesson plans that integrate CLIL and Translanguaging, promoting language development, content comprehension, and cooperation among students. They will feel more confident in tackling the challenges posed by diverse classrooms and create engaging and inclusive learning experiences to help migrant learners connect to their peers and promote academic and personal growth.

The geography, history, and art history teacher, Susanna Solans Roya, certified in CLIL methodology, was sent to Helsinki from July 22 to 27, 2024, to attend this training course and learn to:

• Understand the principles and concepts of CLIL and translanguaging;

• Realize how CLIL and translanguaging can help address the challenges faced in schools with high migration emergencies;

• Apply translanguaging strategies to enhance comprehension, expression, and learning in multilingual contexts;

• Promote engagement and language development with Task-Based Learning (TBL), Project-Based Learning (PBL), and Visible Thinking Routines;

• Create a democratic classroom environment that fosters cooperation, motivation, and engagement among students;