The British Council has launched a new global position paper advocating for language-responsive education systems that better reflect the linguistic realities of learners and support more inclusive, equitable and effective education.
The position paper outlines the organisation’s approach to language policy and practice in education, recognising the evolving and complex role of English globally while emphasising the importance of linguistic diversity and contextual decision-making, said a press release issued on Wednesday.
Across many education systems worldwide, students learn in multilingual environments where the language used at school may differ from the language spoken at home.
While English continues to play an important global role in education, mobility and opportunity, the British Council’s position stresses that there is no single model for language in education that works for every country.
Instead, the British Council advocates for context-sensitive and evidence-informed approaches, where decisions about the language of teaching and learning are made locally by policymakers and education stakeholders, taking into account historical, economic, political and social realities.
Central to the position is the concept of language-responsive education systems. These are education systems that recognise language as a key factor in learning and integrate language considerations across the entire education ecosystem.
This includes policy development, curriculum design, teaching practices, learning materials, assessment, and teaching and teacher education.
The position highlights that successful language policy is not simply about which language is chosen for instruction. Rather, the effectiveness of any approach depends on whether education systems provide the conditions needed for learning to succeed. What matters most is how well education systems support learning.
Where English is a language of learning and teaching, this includes ensuring strong English-as-a-subject provision, enabling learners to develop the language proficiency needed to access the curriculum, while also strengthening learners’ foundations in familiar languages. It also requires well-trained teachers equipped with language-supportive pedagogies, accessible teaching materials, and assessments that are sensitive to language development.
The position paper is informed by an extensive global literature review conducted by the British Council examining research on the teaching and learning of, in and through English across diverse education systems.
The review highlights that outcomes vary widely depending on factors such as teacher proficiency, system capacity, and the extent to which language policies align with local linguistic and cultural contexts. It is also points to the risks associated with poorly supported transitions to English-medium education and reinforces the importance of long-term planning, teacher development and resource investment to ensure positive learning outcomes.
Commenting on the launch, the Director of English and School Education at the British Council, Michael Connolly, said, "Language sits at the heart of learning. When education systems recognise and respond to the linguistic realities of learners, they create more inclusive classrooms and better conditions for learning. Our position highlights the importance of evidence-informed decisions and system-wide planning so that language policies support, rather than hinder, students’ ability to succeed."
By encouraging policymakers and education leaders to adopt language-responsive approaches, the British Council aims to support education systems in designing policies and practices that improve learning outcomes and expand opportunities for all learners.
The new position paper and accompanying literature review will serve as a resource for ministries of education, education practitioners and international partners seeking to develop more inclusive and effective approaches to language in education.