Many teachers teach in more than one language — whether they planned to or not.
Sometimes it’s an officially bilingual programme.
Sometimes it’s a subject taught in a second language.
Sometimes it’s simply a classroom where students speak different languages at home, and explanations need to travel back and forth.
Teaching content in another language changes everything.
Suddenly, a worksheet isn’t just about what students learn, but also how they access it. Vocabulary matters more. Instructions need to be clearer. Cognitive load increases — for students and for teachers alike.
Yet in many schools, multilingual teaching is already part of everyday reality. It’s anchored in schedules, curricula, and expectations — often without additional preparation time or concrete support.
Most teachers adapt as best they can.
They simplify language.
They rephrase explanations.
They switch languages when needed.
They redesign materials late at night or during short breaks.
Some teachers even overthink their humour — jokes that used to work effortlessly, but now feel strange or uncertain when teaching in another language.
What’s missing is not willingness — it’s time and workable material.
Paulina was designed to support these situations. She helps translate existing content into another language, adjust the level of linguistic complexity, and create materials that respect both subject learning and language development (often referred to as CLIL).
The goal is not perfect language.
The goal is understanding.
By working with ready-to-edit documents, teachers remain in control: they can adapt wording, remove or add explanations, and adjust tasks to fit their students’ needs — without starting from scratch every time.
Multilingual teaching doesn’t need more theory.
It needs tools that work in real classrooms.