Pluriliteracies Teaching for Deeper Learning: An Investigation of Materials Development in the Basque Country

Pluriliteracies teaching for deeper learning (PTDL) focuses on the development of learners’ disciplinary literacies in additional languages. This study investigates teacher‐made materials through PTDL within a government‐supported initiative in the Basque Country (2022–2026). Drawing on a continuing professional development (CPD) programme with 69 primary and secondary teachers, we examine (1) how teachers constructed professional knowledge to design PTDL‐oriented materials, and (2) what characteristics these materials displayed. Situated in a pragmatist paradigm, the study uses qualitative data generated ecologically across the CPD: group discussions, 143 written reflections, 69 action‐research plans, 138 lesson plans, 301 teaching artefacts and 162 mentoring sessions. Data were analysed using reflexive thematic analysis. Findings indicate an iterative, practice‐driven sequence—considering context, languaging, analysing examples, revisiting policy and enacting/reflecting (CLARE)—through which teachers developed PTDL understandings and teacher language awareness. The resulting materials were typically multilingual, multimodal and oriented to cognitive discourse functions. We propose four interconnected principles for teacher‐made PTDL materials: contextual relevance, cognitive‐linguistic integrative development, inclusiveness and engagement. The study advances materials development scholarship by evidencing how PTDL can be operationalised through teacher agency in CPD and by offering transferable heuristics for designing pluriliteracies‐focused classroom resources.