The diverse linguistic landscape of the Basque education system provides a rich context for investigating linguistic competence and its potential correlations with academic achievement. The increasingly diverse linguistic backgrounds of the students, combined with the trilingual commitment of the educational administration, provide a solid foundation for an innovative research project centred on pedagogical translanguaging. This approach, grounded in cross-linguistic resource utilisation, leverages the entire multimodal repertoire of students and addresses both cognitive and non-cognitive aspects of learning. It transcends language acquisition, extending its influence to the mastery of academic content (Cenoz & Gorter, 2021). By establishing connections between languages, students can leverage their entire linguistic repertoire and develop greater metalinguistic and metacognitive awareness (Leonet et al., 2024; Leonet & Saragueta, 2023). The presentation will provide a comprehensive overview of the design, implementation, and evaluation of a pedagogical project conducted in five multilingual secondary schools within the Basque Autonomous Community. In this context, a significant proportion of students acquire curricular content through their second or even third language (Basque). In the project, teachers of the three language subjects (Basque, Spanish, and English) collaborated in a coordinated manner with social and natural science teachers. This collaboration aimed to foster integrated and coherent learning aligned with curriculum objectives. The presentation will also outline the conditions necessary for fostering deeper connections between students and curricular content, ultimately contributing to a more effective and inclusive learning environment by harnessing the full multimodal potential of students' linguistic repertoires.

Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press. Leonet, O., Arocena, E., & Saragueta, E. (2024). Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language. Literacy. Leonet, O., & Saragueta, E. (2024). The case of a pedagogical translanguaging intervention in a trilingual primary school: The students’ voice. International Journal of Multilingualism, 21(4), 2112-2130.