This paper outlines a framework for academic language learning that highlights the importance of focusing instructionally on meaning, language, and use. Academic language learning refers to the learning of the language registers in L1, L2 or L3 required to function successfully in school contexts where these languages are being used for instruction of academic content. As such, knowledge of academic language is intertwined with both the concepts taught in school and the cognitive processes required to carry out academic tasks. The research reviewed in the paper suggests that in order to develop students' academic language proficiency in bilingual or trilingual contexts, instruction must focus extensively on the processing of comprehensible input (meaning). This will entail encouraging students to read extensively in the target language in an increasing range of genres. Additionally, however, there is an important place for focusing on language itself in order to demystify how language works, explore cross-linguistic relationships, and develop students' awareness of the intersections of language and power in human discourse. Finally, actual use of the target language in oral and written modes consolidates the internalisation of the code and enables students to express their identities and intelligence in powerful ways through the language.