Gonçalves, Carolina Maria DiasPereira, Ágata2018-09-262018-09-262016978-989-20-6898-5PURE: 2349426PURE UUID: 6e5a6004-89c6-4f0c-9d1b-7adbdc91ae7ehttp://hdl.handle.net/10362/47517UID/SOC/04647/2013The proficiency of language of schooling is directly related to the academic success of students and it is necessary for the establishment of the various interactions in schools. In addition the language of schooling is also a tool of knowedge construction and knowledge transmission, and enable students to develop their autonomy and their democratic participation. The Portuguese education system receive students with different language experiences outside the school context that influence their performance in learning and use the language of schooling. Recently, Portugal has also received many students from immigration and due to this, the population in school population is increasingly multilingual and require other ways of integrating all students who attend the school. Based on this reflection, we present an intervention project aimed to the development of language learning through arts, in a multilingual context, with a group of pupils in a primary school, in the municipality of Amadora. The results confirm students have improved their level of linguistic performance.4340067engLanguage learningLanguage of schoolingMultilingual contextsSDG 10 - Reduced Inequalitiesconference object