The British Council has called for greater adoption of language-responsive education systems, saying learners perform better when teaching reflects their linguistic backgrounds and provides the support needed to understand and participate effectively.
The council made the call in a document on Language-Responsive Education, informed by a global literature review titled Language Policy and Practice: A Review of the Literature on English in Education.
According to the British Council, language plays a central role in learning, particularly in classrooms where students come from diverse linguistic and cultural backgrounds.
It said education systems, especially in low- and middle-income countries, must carefully consider the languages used in education while taking into account local social, economic, political and historical realities.
The council stressed that the successful implementation of English-medium education requires collaboration among stakeholders at all levels, including governments, international education organisations, municipalities, school leaders and teachers.
“Top-down policies often fail because they neglect the concerns and insights of those most affected by English in Education, i.e. teachers and students,” excerpts from the literature review stated.
The British Council said learners need strong foundations in both a familiar language and English, while teachers require adequate preparation, training and ongoing support to deliver effective instruction.
It added that learning outcomes are influenced by several factors, including teachers’ language proficiency, pedagogical quality, system capacity and the extent to which education policies align with local linguistic and cultural realities.
The council also highlighted the importance of providing schools with appropriate teaching materials and assessment tools, stressing that language considerations should cut across education policy, curriculum development, assessment, classroom teaching and teacher education.
“Thus, addressing the challenges of English requires a comprehensive, inclusive and context-sensitive strategy,” the review stated.
The British Council further warned about the risks associated with poorly supported transitions to English-medium instruction and emphasised the need for strong provision of English as a subject.
According to the council, inadequate language support could have broader implications for achieving the Sustainable Development Goals, particularly those relating to quality education, reduced inequality and poverty reduction in low- and middle-income countries.
It therefore called for education systems to recognise linguistic diversity and make greater use of local knowledge and resources to build learning environments that are equitable, inclusive and empowering for all learners.
