The prevalence of societal and individual multilingualism has been recognized as a defining feature of contemporary linguistic landscapes, leading to what has been termed “a new linguistic dispensation” (Aronin & Singleton, 2012, p. 43). This multilingual shift in language education (May, 2019) emphasizes leveraging learners’ complete linguistic repertoires, fostering linguistic and cultural inclusivity in classrooms, and reducing rigid distinctions between speakers' languages (Cenoz & Gorter, 2021). As education systems adopt policies and curricula emphasizing multilingualism, teachers need the knowledge and skills to break down rigid language boundaries, challenge monolingual norms, and adopt innovative pedagogies that reflect real-world language use. However, classroom implementation lags behind research and policy, and teachers consistently report feeling underprepared to draw on students’ multilingualism as a resource and implement relevant pedagogical practices. In fact, a recent report by the European Commission (2017) concluded that “very few European countries presently support multilingualism at school and thereby miss an opportunity to capitalise on the advantages it brings to the learning process” (p. 6). Thus, it is clear there is a strong need for tools and resources that empower teachers to adopt multilingually-oriented teaching practices and evaluate the effectiveness of innovative instructional methods. The Multilingual Approach to Diversity in Education (MADE; Christison & Krulatz, 2025, forthcoming; Krulatz & Christison, 2023) offers a comprehensive, research-based framework designed to support teachers in delivering and evaluate high-quality multilingual education in multilingual contexts. MADE is structured around seven key indicators, each defined by specific, measurable characteristics: (a) Classrooms and Schools as Multilingual Spaces, (b) Developing and Using Teaching Materials, (c) Interaction and Grouping Configurations, (d) Language and Culture Attitudes, (e) Metacognition and Metalinguistic Awareness, (f) Multiliteracy, and (g) Teacher and Learner Language Use. I will argue that MADE is an effective framework for advancing multilingual pedagogies due to its evidence-based, holistic design that addresses key aspects of teaching and learning in multilingual contexts. MADE guides teachers in systematically addressing all dimensions of multilingual education, from classroom environment to individual cognitive processes, by leveraging students’ full linguistic repertoires and fostering a classroom culture that values linguistic diversity. This presentation will detail the seven indicators of MADE and demonstrate how the model can be utilized by teachers to design, implement, and evaluate inclusive and effective instruction in multilingual pedagogical contexts.

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