#  Languages for Relating: Piloting an Innovative Learning Framework in Multilingual Classrooms 

 



       ![A large image of an open book](/sites/g/files/omnuum6091/files/styles/hwp_21_9__1920x825/public/language-for-learning/files/book_banner.jpg?itok=dAtWnW8m) 

 

 



 

 



 

The L4R Project is a Spencer-funded research study motivated by the urgent need to transform how languages are understood and used for learning in multilingual classrooms to achieve \[equity and excellence\] EXCELLENCE AND EQUITY for all. L4R is an innovative, theoretically rooted, and practice-informed framework that guides teachers’ and researchers’ collaborative work to design and reflect upon practices that intentionally use languages to foster relationships, promote a sense of belonging, and scaffold meaningful and robust learning. Educators from a linguistically diverse school district in THE Greater Boston AREA are participating in a year-long professional learning community to integrate students’ voices, teachers’ expertise, and research evidence to collectively design and refine innovative instructional practices that content-area teachers will try out flexibly with their students, as part of their regular teaching, in grades 4 to 8. Results from this collaborative study will provide initial evidence for reconceptualizing languages and language practices through rigorous research that listens and responds to participants’ voices to inform educational transformation.

   ![L4R photo](/sites/g/files/omnuum6091/files/styles/hwp_1_1__720x720_scale/public/2025-05/DSCF5833_0.jpg?itok=P2ix0ds0) 

 

   ![L4R photo](/sites/g/files/omnuum6091/files/styles/hwp_1_1__720x720_scale/public/2025-05/DSCF6127.jpg?itok=wxTsRWUG) 

 

   ![L4R Photo](/sites/g/files/omnuum6091/files/styles/hwp_1_1__720x720_scale/public/2025-05/DSCF5893.jpg?itok=fcuFFCun) 

 

   ![L4R Group Photo.](/sites/g/files/omnuum6091/files/styles/hwp_1_1__720x720_scale/public/2025-06/IMG_6587%20copy.jpg?itok=R6b3TDXl) 

 

*"The research reported **in the (book, article, or monograph)** was made possible by a grant from the Spencer Foundation (#202400054). The views expressed are those of the authors and **do not** necessarily reflect the views of the Spencer Foundation."*