A multidimensional framework of bi- and multilingual disciplinary literacies

Abstract

This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined to reading and writing. Instead, this framework conceptualises disciplinary literacies as situated and socially constructed processes that involve deeply intertwined aspects of knowledge-building, communication, and identity formation. These processes encompass diverse modes of meaning-making resources, manifesting differently across educational levels and disciplinary areas. The conceptualisation outlines several dimensions of bi- and multilingual disciplinary literacies: the bi-, multi- and translingual; multi- and transsemiotic; functional–textual; critical; and technological–digital dimensions. It acknowledges the inherently multifaceted nature of disciplinary literacies, which allows the framework to remain responsive to evolving needs and practices. The proposed flexible and adaptable framework aims at enhancing instructional practices and fostering collaborative approaches across language and content education. This approach ultimately seeks to equip learners with the skills and agency necessary to effectively participate, navigate, and contribute within increasingly complex and multilingual academic, professional, and civic domains.