Like almost every child in Tunisia, I grew up in a multilingual environment. As a young boy, I remember hearing Arabic, French, Italian and other languages around me as part of everyday life. We didn't learn these languages by sitting at desks and memorising strict grammar rules. Instead, we listened, spoke and read stories.

Today, as a language teacher at mycollege Spijkenisse in the Netherlands, this childhood experience shapes my entire educational philosophy. It is also the inspiration behind my work with eTwinning and my strong belief in content and language integrated learning (CLIL).

Language is not a problem to be solved. It is not maths or chemistry; it is a door to the world, and the key to that door is literacy.

The natural way to learn languages: immersion and connection

Think about how a baby learns their mother tongue. They don’t study verbs or sentence structures from a textbook. They listen to their parents, look at picture books and try to copy the words. They learn through immersion and connection.

In my classroom, I try to recreate this natural environment. By encouraging pupils to read simple texts, share opinions and communicate freely before focusing on grammar, they stay curious. They don’t get stressed about making mistakes. Instead, they enjoy learning new words and using them in different, real-life contexts.

When you read a story, you don’t just learn vocabulary; you learn about culture, empathy and different perspectives. Through books, articles and collaborative projects, pupils discover lives and experiences that are different from their own. Once pupils understand the ‘spirit’ of the language through reading, grammar naturally makes sense later. It becomes a tool to explain what they already know, rather than a wall that stops them from trying.

Teaching literacy through authentic communication

Teaching literacy today is not easy. We are competing with short videos, fast information and immediate entertainment. Reading a book requires time, reflection and imagination, which are becoming rare in the modern world.

To motivate my pupils, I connect reading to the real world. One of my proudest moments as a teacher happened during our eTwinning project Book Club : A Song for Hope, which focuses on reading, doing research and writing about global challenges. I had a few pupils who were disengaged from learning any new language or even reading in their own language; one was even at risk of early school leaving. They felt disconnected from school, peers and anything related to education.

However, when we started collaborating with classrooms from other countries, something changed. They realised that reading and writing were interesting ways to share their ideas beyond their little bubble and with the outside world. They weren't just doing school exercises anymore; they were communicating with the world. Seeing their confidence grow and watching them connect with peers (even within the same school), was one of the greatest rewards of my career.

Writing and sending letters enables pupils to engage in authentic communication.

The role of literacy skills in pupils’ future careers

Before becoming a teacher, I also worked in the private sector, and this experience helped me understand how important literacy skills are in professional life.

In the modern business world, you need to collaborate with different teams, understand different cultural backgrounds and solve complex problems together. If you can't read between the lines or express your ideas clearly in writing, you will struggle. Technical knowledge alone is not enough. Literacy gives pupils the critical thinking skills they need to adapt to different situations in their future careers and to become active global citizens.

Building literacy skills through cross-border collaboration

Joining eTwinning in 2024 was a turning point for me. It has allowed me to collaborate with teachers across Europe, discover new teaching practices and create more meaningful learning experiences for my pupils. Most importantly, it helped me see education as something that goes beyond the classroom walls. Pupils are more motivated when they feel connected to a wider community.

Through my eTwinning projects like Grandma’s Whispers: Storytelling for Life Skills and Book Club: A Song of Hope, I was able to turn my ideas about reading into real classroom experiences. By taking part in international projects, my pupils don't just learn new things; they build bridges with peers across the continent through letters, posters, books, magazines, podcasts and more. It has given my teaching a clear purpose and connected me with an incredible network of passionate colleagues.

Pupils engage in creative tasks and collaborative discussions that promote language skills, critical thinking and a love for reading.

Tips for your language classroom

If you want to boost reading and writing skills in your classroom, here are a few simple tips that can have a strong impact on pupils’ confidence and engagement: 

1. At first, put grammar rules aside. Let your pupils get comfortable with the language through stories and dialogue before asking them to memorise formulas.
2. Make reading and writing meaningful. Use platforms like eTwinning to give pupils a real purpose. They are far more motivated to write for real people.
3. Choose diverse texts and authentic materials, exploring different cultures, global citizenship, human rights, freedom and climate challenges. This can transform reading from a school task into an exciting adventure.

The world is full of different people and cultures, and pupils need key skills like literacy to understand, communicate and work with others. By teaching our pupils to love reading, we are not just helping them pass an exam; we are preparing them for life itself.