This visualisation shows the model of bi-and multilingual disciplinary literacies, which encompasses five dimensions of disciplinary knowledge building and communication in linguistically diverse learning environments, i.e.,

- Bi-, multi- and translingual dimension: mastery of instructional languages needed to access, construct and communicate disciplinary knowledge.

- Multi- and trans-semiotic dimension: meanings made through linguistic and non-linguistic forms such as diagrams, graphs, formulas and embodied practices like gesture or spatial arrangements.

- Functional–textual dimension: the mobilisation of all linguistic resources and rhetorical structures such as genres and Cognitive Discourse Functions (CDFs, see Dalton-Puffer, 2013) in modes, registers and styles appropriate to context and communicative intent.

- Critical dimension: in-depth understanding of and reflection on content through multiple sources and perspectives, while questioning potential biases and power relations.

- Technological–digital dimension: the integration of technological, digital and web-based tools, including AI, for researching, creating and sharing disciplinary meaning. These dimensions are not hierarchically related to one another, meaning that, depending on the specific context (subject, learners' ages, teaching focus, etc.), any one dimension might be more or less prominent.

‍

This animated visualisation aims to highlight this aspect of the BMDL model.The BMDL model is described in detail inNikula, T., Gülle, T., Bayyurt, Y., Dafouz, E., Gerns, P., Hüttner, J., Kaygisiz, S.; Llinares, A.; Minardi, S.; Mortimore, L., Nashaat-Sobhy, N & Tiermas, A. (2026). A multidimensional framework of bi- and multilingual disciplinary literacies. Journal of Multilingual and Multicultural Development, 47(4), 1991–2007. doi.org/10.1080/01434632.2026.2617424