Abstract
Plurilingual and intercultural education requires specific skills from teaching staff. The "Framework for theory and research on plurilingual didactic competences" is an attempt to describe the competences (grouped within three macro-areas, namely Knowledge, Skills, and Commitment) that teachers involved in plurilingual and intercultural education should possess. These competences have been identified through an in-depth examination of existing models and frameworks related to language-sensitive subject teaching, linguistically-responsive teaching, intercomprehension, CLIL, and plurilingual education in the majority language classroom. Resources such as plurilingual education curricula, national and local guidelines for schools, theoretical works on translanguaging as well as a rich process of consultation with local and international experts have also contributed to inspire our work. The Framework originated as a tool to facilitate theory and research on plurilingual didactic competences, as well as to design professional development programmes for teaching staff involved in plurilingual education.