By Vanessa Komiliades, Head of Professional Development, English and School Education, British Council
In many countries, the language(s) used in school differ from the language(s) learners use at home and in their communities, and many learners use more than one language daily. The GEM Report has estimated that around 40% of our global population lack access to education in a language they speak and understand fluently, with even higher proportions in some low- and middle-income countries.
Language is central to identity, belonging, participation and learning. Its importance for educational success has been a recurring theme in the GEM Report and African Union’s Spotlight series on foundational learning. Within the context of a move towards more inclusive education systems, learners’ linguistic realities must be considered. While there are decades of evidence for different approaches, including the focus on mother-tongue based instruction at lower primary levels, no single model will work for all countries and contexts given the number of influencing factors.
Therefore, in the British Council’s new position on inclusive language policy and practice, we advocate for locally made, evidence-informed decisions, alongside consideration of language across all facets of the education system to enable more equitable learning.
Language policy decisions are complex and context-specific
Across the world, students learn in very different linguistic contexts shaped by factors including economics, politics, history and culture, which are unique to each individual context. Discussions around language in education policy and practice therefore need to respond to learners’ needs and the constraints within each system.
At the heart of our recently published position is the recognition that what matters most is how well education systems support learning, and how central language is to all learning.
Using insights from different approaches rather than viewing them as mutually exclusive
Our position draws on aspects of established approaches, including, but not limited to mother-tongue-based multilingual education (MTB-MLE), Content and Language Integrated Learning (CLIL) and English-medium education (EME). We do not see these as being in opposition or necessarily mutually exclusive, and it is useful to draw on insights from each when considering context-relevant approaches.
In particular, the British Council’s position recognizes the unique, evolving role of English globally, while prioritizing equity and inclusion. Where English is used or being considered as a language of learning and teaching (LoLT), learners need strong foundations in both English and a familiar language, supported by prepared teachers, suitable materials and appropriate assessments.
A further consideration is the importance of high-quality English-as-a-subject provision. In any system contemplating using English as a LoLT, strengthening English as a subject is essential, alongside ensuring learners can develop strong foundational skills in a familiar language.
A system-wide perspective
It is vital to consider how the education system as a whole can be more responsive to language, across education policy, curriculum, teaching and teacher education, assessment, and learning and teaching resources.
In practice, a number of challenges can emerge in how language is, or is not, effectively addressed across education systems:
- The curriculum may assume learners already have academic proficiency in the language of teaching and learning (LoLT).
- Materials may be linguistically dense, misaligned with learners’ current stage of language development, and not designed to support comprehension and language development.
- Assessments may place heavy language demands on learners, resulting in the assessment of language skills rather than subject knowledge.
- Teacher education may not prepare teachers to use learners’ home and familiar languages as resources in multilingual classrooms or when teaching through an additional language.
Language-responsive education involves designing for coherence across these elements, without which, language policy decisions can deepen inequity.
What support is needed for teachers so that learners can understand, participate and progress?
Positive learning outcomes depend on having access to quality teaching and trained teachers, with teacher professional development playing a critical role. Language-responsive education recognizes that multilingual learners use all their languages as resources for learning, and that education systems can support this through pedagogic strategies. This is reflected in our continuing professional development (CPD) framework for teachers, where using multilingual practices is highlighted as a core area of teacher competence.
Teachers also need practical guidance on how to support learners in multilingual classrooms. For example, the resource book Using multilingual approaches: moving from theory to practice supports teachers to make informed decisions about when and how to draw on learners’ home languages, including through structured classroom activities that build multilingual skills. Free online courses, such as Including learners’ languages, help teachers build skills in planning lessons, making classroom language accessible, and using translanguaging strategies to support participation and learning. To further develop skills in this area, teachers can access guidance, tools and examples of multilingual practices through our TeachingEnglish site, helping them understand learner diversity, make informed teaching choices, and assess learners in ways that take linguistic diversity into account.
Investment in teachers, materials, curriculum and assessment
Our work with education systems across more than 60 countries highlights the importance of practical support for implementation:
- Teachers need preparation and CPD to support language development alongside subject learning, especially in linguistically diverse contexts.
- Materials should be designed so that language does not become a barrier, including attention to vocabulary load and scaffolding.
- Curriculum design should explicitly consider language demands, including progression in both subject knowledge and language development.
- Assessment should be considerate of the language load of test items and consider learners current stage in terms both subject knowledge and language development.
The language-responsive position, developed through our deep understanding of the contexts we work in, advocates for decisions informed by research, system data and contextual considerations, with explicit attention to teaching quality, learning outcomes, equity and inclusion. This includes tracking who benefits and who is disadvantaged by language policy and adjusting implementation over time.
Education systems respond more effectively to learners’ linguistic realities when they:
- use evidence and contextual data to inform decisions around language policy, recognizing political, economic and historical factors;
- focus on developing the right conditions that enable all learners to understand and progress;
- consider language responsiveness across the whole education system including policy, curriculum, teaching and learning resources, teaching and teacher education, and assessment;
- strengthen foundations in familiar languages and provide high-quality English-as-a-subject provision where relevant;
- monitor learning and equity outcomes and use evidence to adapt implementation.
Valuing linguistic diversity
The languages we speak shape our identities, create meaning, and facilitate connection and understanding. By recognizing and responding to the central role language plays in learning, we can better equip education systems to navigate the complex situations they face, including contemporary social, cultural, educational and economic challenges. Language‑responsive approaches support inclusion by seeking opportunities to recognize, value, celebrate, and build on the languages learners bring with them. Ultimately, when education systems respond effectively to linguistic diversity, equity improves, and more learners can be included in learning. This is the core of the British Council’s language-responsive education position, a system-wide perspective that recognizes language as integral to learning, inclusion and equity.
