British Council publishes new position on language-responsive education

The British Council has published an updated position paper on language-responsive education, presenting an evidence-informed perspective on how education systems can respond more effectively to multilingual learning environments.

The publication, Language-responsive education: The British Council's position on inclusive language policy and practice, reflects the organisation's evolving understanding of language in education and forms part of its ongoing work to explore how inclusive language policy and practice can support better learning outcomes across diverse contexts.

Language lies at the heart of learning. Around the world, schools bring together learners from diverse linguistic backgrounds, creating opportunities for richer learning experiences while also requiring careful decisions about the languages used for teaching and learning. As mobility increases and many education systems continue to navigate multilingual realities shaped by history, culture and society, language has become an increasingly important consideration across education policy and practice.

The position paper highlights evidence showing that inclusive language-in-education policies contribute to stronger learning outcomes when they are supported by appropriate resources. It encourages policymakers, educators and other stakeholders to consider language as a fundamental element of curriculum design, assessment, teacher education and classroom practice.

The British Council explains that decisions about language in education should be made within each country's own social, economic, political and historical context. The paper does not recommend when or whether education systems should adopt English-medium instruction. Instead, it presents a framework that helps education systems consider how language choices can best support learning within their own linguistic realities.

The position also recognises that learners benefit from developing strong literacy in familiar languages alongside English. It highlights the importance of well-prepared teachers, appropriate teaching and learning materials, and assessments that reflect learners' linguistic needs. Together, these elements contribute to education systems that are better equipped to support learning in multilingual settings.

The paper also brings together findings from a comprehensive global literature review on English in education. The review found that successful learning outcomes are closely linked to teacher proficiency, pedagogical quality, system capacity and alignment with local linguistic and cultural contexts. It also highlights the importance of carefully supported transitions where English becomes the language of instruction and the value of strong English language teaching throughout a learner's educational journey.

Throughout the paper, the British Council presents language responsiveness as a whole-system approach that places language at the centre of educational success. It spans education policy, curriculum, teaching and learning resources, assessment, classroom practice and teacher education, recognising that progress depends on these elements working together.

The position also encourages a broader understanding of multilingual education. It supports approaches that value learners' home languages alongside English and recognises the role of all languages in helping learners access knowledge, participate confidently in the classroom and develop the communication skills needed for local and global opportunities.

The British Council describes the publication as a contribution to ongoing discussions about language in education and a resource for policymakers, educators and practitioners working to strengthen inclusive, equitable and high-quality education systems across diverse linguistic contexts.