In November 2025, the British Council convened the Language, Education and Inclusion Conference in Abuja. The event brought together policymakers, researchers, educators, and development partners from across Africa, South Asia, and the United Kingdom to explore how education systems can become more inclusive and equitable—particularly through the lens of language in teaching and learning.
This conference forms part of a broader series of British Council engagements focused on improving inclusion and quality in education. Across many countries, factors such as gender, disability, geography, and poverty remain central to learning outcomes. Within these discussions, language consistently emerges as a critical determinant of whether learners can fully participate, understand lessons, and remain engaged in the classroom.
Classroom Experience and Inclusion
A key focus of the conference was the learner’s experience in the classroom. Participants examined how language directly influences comprehension, confidence, and participation. When teaching connects with what learners already know—especially through familiar languages—lessons tend to be more accessible and engaging. This is particularly important for learners who may otherwise struggle to keep up.
Another important area of discussion was the role of English. In many participating countries, English serves as an official language and a gateway to education, employment, and global engagement. The conversation, therefore, was not about whether English is important—but how to ensure equitable access to quality English-language education, especially for learners who primarily encounter English in school settings.
A third dimension explored different international approaches to language use in education. Delegates shared experiences from systems where:
- English is used as the medium of instruction from early years,
- English is introduced later in schooling,
- Or where bilingual and multilingual approaches are applied.
The consensus was clear: there is no one-size-fits-all model. Each education system must align its approach with national priorities, context, and practical realities.
Learning Across Regions
The diversity of participants enriched the dialogue. Representatives from West, East, and Southern Africa, South Asia, and the United Kingdom contributed perspectives shaped by their unique systems. Some operate within large federal structures, while others work in more decentralised systems. Language policies and classroom realities vary widely.
Despite these differences, common themes emerged:
- The importance of foundational learning,
- Managing transitions within education systems,
- And supporting teachers in linguistically diverse classrooms.
The conference provided a valuable platform to explore these shared challenges while respecting contextual differences.
Practical Approaches in Focus
A strong emphasis was placed on practical classroom strategies. Teachers and teacher educators shared real-world examples of how they:
- Introduce new concepts,
- Check learner understanding,
- And manage group work in multilingual settings.
Effective approaches included:
- Starting lessons with familiar stories or local contexts,
- Using structured pair and group activities to encourage participation,
- Leveraging visual aids and locally available materials to reinforce understanding.
While drawn from different systems, these practices shared a common goal: helping learners build comprehension as they engage with both language and subject content.
Language as a Strategic Consideration
At a systems level, participants agreed that language in education should be treated as a strategic issue—not just a technical one. Decisions about language affect multiple aspects of education, including:
- Teacher training,
- Curriculum design,
- Learning materials,
- Pedagogy,
- And assessment.
Governments shared varied approaches shaped by their histories and priorities, but all emphasized the importance of evidence-based decision-making. The British Council’s role remains that of a facilitator—bringing together research and practical experience while respecting that policy decisions rest with national authorities.
Connecting Global Exchange with Ongoing Work
The conference aligns closely with the British Council’s ongoing partnerships with ministries, education agencies, and institutions worldwide. These efforts span teacher development, English in education, and inclusive classroom practices.
Insights from Abuja will inform future programme design, research, and resource development. Importantly, the event helped position national priorities within a broader global context, encouraging shared learning while maintaining local relevance.
Looking Ahead
Rather than marking an endpoint, the conference serves as a foundation for continued engagement. The British Council and its partners are now working to translate key insights and case studies into practical resources for policymakers, educators, and institutions.
Planned follow-up activities include:
- Peer learning initiatives,
- Targeted teacher support programmes,
- And resource development tailored to diverse education systems.
Ultimately, the success of these efforts will be measured in classrooms—through improved learner understanding, participation, and progression. The conversations in Abuja contribute to this long-term goal, grounded in collaboration, evidence, and respect for national priorities.
 Dr. John Simpson, Senior Adviser on English Programmes, Sub-Saharan Africa British Council speaking during the British Council's Language, Education and Inclusion Conference in Abuja. |
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