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 context-sensitive decision-making.

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 stressed that there is no single model for language in education that works for every country.

Instead, the organisation advocates 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 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 entire education ecosystem, including policy development, curriculum design, teaching practices, learning materials, assessment, and teacher education.

The British Council noted that successful language policy is not simply about selecting a language for instruction. Rather, the effectiveness of any approach depends on whether education systems provide the necessary conditions for learning to succeed.

Where English is used as a language of learning and teaching, the paper highlights the importance of strong English-as-a-subject provision, helping learners develop the language proficiency needed to access the curriculum while also strengthening their foundations in familiar languages. It also emphasises the need for well-trained teachers, language-supportive pedagogies, accessible teaching materials, and assessments 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 found that outcomes vary significantly depending on factors such as teacher proficiency, system capacity, and how well language policies align with local linguistic and cultural contexts. It also highlighted the risks associated with poorly supported transitions to English-medium education and underscored the importance of long-term planning, teacher development, and resource investment.

Commenting on the launch, 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 resources for ministries of education, education practitioners, and international partners seeking to develop more inclusive and effective approaches to language in education.