In this session I shall explore the implications for change and development in pedagogic thinking which are urgently needed in our multilingual classrooms to enable our young people to be equipped with the knowledges and skills to be active, contented global citizens in the ‘here and now’ and the near future. This calls on subject teachers and language teachers alike. The ‘literacies turn’ has invited educators and researchers to reconceptualise language (s) learning and language (s) using which bring into question an over emphasis on linguistic fluency. As increasing attention focussing on the role of textual fluency across and within languages gains momentum, so too does an understanding of the underlying principles and practices needed to construct dynamic learnscapes or classroom ecologies for deeper learning. These not only promote integrated learning (CLIL) but identify ways of deepening conceptual development, critical engagement, resilience and agency within and across subject disciplines, languages and intercultural practices. In our rapidly changing landscape, disruptive thinking provides us with a rich canvass on which to draw our futures thinking pedagogic design and practices. The pluriliteracies movement is not going away…….