British Council calls for language-responsive education systems in new position paper

The British Council has launched a new global position paper calling for language-responsive education systems that better reflect learners' linguistic realities and support more inclusive, equitable and effective education.

The position paper outlines the organisation's approach to language policy and practice in education. It recognises the evolving and complex role of English globally while emphasising the importance of linguistic diversity, local context and evidence-informed decision-making.

Across many education systems, students learn in multilingual environments where the language used in 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 said there is no single language-in-education model that works for every country.

Instead, the organisation advocates for context-sensitive 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.

At the centre of the position paper is the concept of language-responsive education systems. These systems recognise language as a key factor in learning and integrate language considerations across the education ecosystem, including policy development, curriculum design, teaching practices, learning materials, assessment and teacher education.

The position paper notes that successful language policy is not only about which language is chosen for instruction. The effectiveness of any approach depends on whether education systems provide the conditions needed for learning to succeed.

Where English is used as a language of learning and teaching, this includes strong English-as-a-subject provision and support for learners to develop the language proficiency needed to access the curriculum. It also requires strengthening learners' foundations in familiar languages, training teachers in language-supportive pedagogy, ensuring accessible teaching materials and designing assessments that are sensitive to language development.

The position paper is informed by an extensive global literature review conducted by the British Council 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 also points to the risks of poorly supported transitions to English-medium education and reinforces the need for long-term planning, teacher development and resource investment to ensure positive learning outcomes.

Commenting on the launch, Michael Connolly, Director of English and School Education at the British Council, 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," he said.

Through the position paper, the British Council aims to support policymakers and education leaders in designing language-responsive policies and practices that improve learning outcomes and expand opportunities for all learners.

The new position paper and accompanying literature review will serve as resources for ministries of education, education practitioners and international partners seeking to develop more inclusive and effective approaches to language in education.