By Dr. John Simpson– In November 2025, the British Council hosted the Language, Education and Inclusion Conference in Abuja. The event brought together policymakers, researchers, teachers and development partners from across Africa, South Asia and the United Kingdom to explore how education systems can become more inclusive and equitable, with particular attention to the role language plays in teaching and learning.
The conference forms part of a broader series of British Council convenings focused on inclusion and quality in education. Across many of the countries where we work, issues such as gender, disability, geography and poverty are central to improving learning outcomes. Language frequently emerges within those discussions as an important factor influencing whether learners participate fully, understand what is being taught and remain engaged in class.
The event gathered policymakers, practitioners, researchers and partners from multiple regions. Nigerian colleagues played a central role, reflecting both the country’s diverse education landscape and the British Council’s long-standing partnerships here. The purpose was to provide a space where evidence and practical experience could be shared, examining how language interacts with other factors that shape learning. It was an international conference designed as a forum for exchange and reflection.
Classroom Experience and Inclusion
One major strand of discussion focused on learners’ experience in the classroom. Participants explored how language affects understanding, confidence and participation. When teaching connects to ideas learners already understand well – by engaging these in a familiar language -, lessons often become more accessible and engaging, particularly for those who might otherwise struggle.
A second strand considered the role of English within that wider picture. In many of the countries represented, including Nigeria, English is an official language and an important asset for education, employment and wider engagement. That reality was recognised clearly throughout the conference. The question was not whether English matters, but how education systems can ensure that all learners are able to benefit from access to quality English language teaching, including those who encounter English primarily through schooling.
A third strand examined the range of approaches used internationally to support inclusion. Delegates heard from contexts where English is used as a medium of instruction from the early years, from those where it is introduced later, and from systems that combine English with sustained use of languages that learners speak at home. The shared understanding was that there is no single model suited to every context. Education systems are complex, and approaches must be examined carefully in light of national priorities and practical realities.
Learning Across Regions
The diversity of participants shaped the discussions. Policymakers, researchers, teachers and civil society partners from West Africa, East Africa and Southern Africa, South Asia and the United Kingdom contributed perspectives drawn from their respective systems. Some work within large federal structures; others within more decentralised arrangements. Some have long experience of English-medium schooling; others operate with varied language arrangements.
Despite these differences, common themes emerged around foundational learning, transitions within schooling and the support teachers require in classrooms where learners bring different language experiences. The conference created an opportunity to consider these interrelated issues, recognising shared objectives while respecting contextual variation.
Practical Approaches in Focus
A strong emphasis was placed on classroom practice. Teachers and teacher educators shared concrete examples of how they introduce new concepts, check understanding and structure group work where learners have different language backgrounds.
Examples included beginning with familiar stories or local contexts before moving into formal textbook language; using structured pair and group work to widen participation; and employing visual and locally available materials to reinforce comprehension. Although drawn from different systems, these approaches shared a common aim: to help learners build understanding as they engage with the language and content of schooling, within established national frameworks.
Language as a Strategic Consideration
From a systems perspective, participants agreed that language in education should be treated as a strategic consideration rather than a purely technical matter. Decisions about language use have implications for teacher preparation, curriculum design, learning resources, pedagogy and assessment.
Governments represented at the conference described different approaches reflecting their histories and priorities. What they shared was a commitment to grounding implementation in evidence and experience. The British Council’s role in this area is to bring together research and practice from multiple contexts and to provide a platform where these sensitive issues can be explored constructively. Decisions about language in education remain the responsibility of national authorities.
Connecting Global Exchange and Ongoing Work
The conference connects directly to the British Council’s ongoing work with ministries, education agencies and institutions across many countries. This includes teacher development, English in education and inclusive classroom practice.
Insights from Abuja will inform programme design, research questions and resource development. For Nigeria and other partner countries, the conference offered an opportunity to situate national priorities within a broader international context, drawing on shared experience while remaining grounded in local decision-making.
Looking Ahead
The event in November 2025 was a staging point rather than a conclusion. The British Council and its partners are synthesising key insights and case studies into resources for policymakers, teacher educators and practitioners across different systems.
Follow-up activities are being explored, including peer learning and targeted support related to teacher development and resource design. In each case, the intention is to build on what was shared in Abuja.
Ultimately, the impact of the conference will be reflected in classrooms: in whether learners are better able to understand, participate and progress in their education from a language perspective. The conversations in Abuja contribute to that longer-term effort, grounded in evidence, partnership and respect for national priorities.
*Dr. John Simpson is the Senior Adviser on English Programmes, Sub-Saharan Africa British Council.
