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This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social justice and inclusion embodied in classroom practices that actively involve teachers as researchers with their learners -- in terms of 'curriculum-making' and reinterpreting the impact of diversity on 'successful' learning communities. This research analyses contextual and exploratory factors that enable diverse learners with diverse needs to engage in learning partnerships with each other and their teachers. Using a framework to capture collaborative professional learning, synergies are explored between two different approaches to bilingual learning -- English as an Additional language (EAL) and Content and Language Integrated Learning (CLIL). The case study identifies potentially rich sites for building pedagogic capital and explores how diversity can enable more young people to feel valued, respected and successful bilingual learners in formal schooling.

This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social justice and inclusion embodied in classroom practices that actively involve teachers as researchers with their learners – in terms of 'curriculum-making' and reinterpreting the impact of diversity on 'successful' learning communities. This research analyses contextual and exploratory factors that enable diverse learners with diverse needs to engage in learning partnerships with each other and their teachers. Using a framework to capture collaborative professional learning, synergies are explored between two different approaches to bilingual learning – English as an Additional language (EAL) and Content and Language Integrated Learning (CLIL). The case study identifies potentially rich sites for building pedagogic capital and explores how diversity can enable more young people to feel valued, respected and successful bilingual learners in formal schooling. [ABSTRACT FROM AUTHOR]