European Portuguese Language and Culture (EPLC) classes have existed in England for around five decades. Originally organised by the community so that families could return to Portugal, these classes became, overtime, the responsibility of Portuguese governmental departments and agencies. This article takes into account the transition that has occurred in the policies and curricula regarding EPLC classes from its original focus to the present time and offers a reflection on how these changes can affect the positioning of children as language learners and as culture apprentices. Drawing on data collected during and after lessons with 10-12 year old children focussing on the topic of Embroidery, the discussions consider the role played by EPLC classes as privileged places of transmission of linguistic knowledge and culture. It is argued that, through the contact with topics relating to Portuguese Intangible Cultural Heritage, issues relating to multiple literacies, language norms and multimodality (the use of technologies to obtain information and the symbolism in the embroidering patterns) are implicit in the children's learning. Finally, the article offers insights on how syncretic learning is at play in complementary school learning. [ABSTRACT FROM AUTHOR]
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