The British Council has published an updated global position paper on language-responsive education, calling for education systems around the world to place language at the heart of teaching, learning and policymaking.
The new paper presents an evidence-based approach to creating more inclusive and equitable education systems by recognising the diverse linguistic backgrounds of learners. According to the organisation, language should not be viewed as a barrier but as a valuable resource that supports learning, identity and academic success.
The British Council argues that millions of students attend schools where the language used for instruction differs from the language they speak at home, creating significant challenges to understanding and participation. It says education systems can improve learning outcomes by adopting policies that respond to learners’ linguistic realities rather than relying on a one-size-fits-all approach.
The updated position also acknowledges the global importance of English for education, employment and international opportunities. However, the Council stresses that there is no universal model for language in education and that decisions on the language of instruction should be made locally, taking into account each country’s historical, cultural, social and economic context.
As part of its recommendations, the British Council is advocating for language-responsive education policies, curricula, assessments, teaching practices, teacher education and learning resources. It believes these reforms will help education systems become more inclusive while improving the quality of learning for students from multilingual backgrounds.
The position paper draws on extensive global research and the British Council’s experience working with education ministries and stakeholders in more than 50 countries. It also incorporates insights gathered through consultations with researchers, policymakers and education practitioners across several regions.
The publication has been welcomed as a significant contribution to ongoing global discussions on multilingual education and inclusive language policy, with the British Council describing it as a starting point for deeper collaboration and practical action to ensure no learner is left behind.
