By Progress Godfrey

The British Council has stressed the need for language-responsive education systems that reflect learners’ linguistic backgrounds and provide the support needed for effective learning.

The council made its position known 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. It said language is central to learning, particularly in schools and classrooms with learners from diverse linguistic backgrounds and identities.

According to the council, education systems, especially in low- and middle-income countries, need to make careful decisions about the languages used in education, taking into account local social, economic, political and historical factors.

“The successful implementation of English-medium education depends on the active involvement and collaboration of stakeholders at all levels: international education organisations, governments, 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 of the literature review stated.

The British Council said learners need strong foundations in both a familiar language and English, while teachers require appropriate preparation and support.

It said the review showed that education outcomes depend on teacher proficiency, pedagogical quality, system capacity and alignment with local linguistic and cultural realities.

The council added that schools need suitable teaching and learning materials and assessments, stressing that language should be considered across policy, curriculum, assessment, teaching and teacher education.

The review further stated: “Thus, addressing the challenges of English requires a comprehensive, inclusive and context-sensitive strategy.”

The British Council also highlighted the risks of poorly supported transitions to English-medium education and the need for strong provision of English as a subject, noting concerns about their implications for the attainment of the Sustainable Development Goals on quality education, reduced inequality and poverty eradication in low- and middle-income countries.

It therefore said effective English-medium education should recognise linguistic diversity and draw on local resources and knowledge systems to create equitable and empowering learning environments.