Language policies are not optional add-ons to school life. In linguistically diverse education systems, they are foundational to equity, inclusion, and academic success. Recognising this, Coventry is embarking on a structured, collaborative journey to develop a shared Language Policy that reflects both global research and local realities.
This initiative is unique at national level and has already drawn interest from major academic centres, including Universities of Warwick, Coventry, Oxford and Cambridge.
"Coventry is a proudly diverse city. Coventry City Council Ethnic Minority Achievement Service (EMAS) and other local partners are excited to work with OCME to develop a language policy framework for schools in the city that offers guidance for working in multilingual classrooms, and acknowledges and celebrates language diversity and multilingualism as an asset."
Amanda Millican, EAL Co-ordinator at Coventry City Council Ethnic Minority Achievement Service
This work is being supported by Oxford Collaborative for Multilingualism in Education (OCME), an organisation specialising in research-informed, whole-school approaches to multilingualism in education. Together with Coventry City Council Ethnic Minority Achievement Service, OCME is guiding a process that places language at the heart of teaching, learning, identity, and wellbeing.
In many schools, language support is still framed narrowly around learning English or modern foreign languages. However, research consistently shows that students’ home and community languages are central to how they think, learn, and make meaning. When these linguistic resources are acknowledged and valued, students are more likely to feel a sense of belonging, engage deeply with learning, and achieve academically.
-
A strong language policy moves beyond regulations and compliance. It provides a clear framework for:
-
Valuing linguistic diversity as an asset
-
Supporting multilingual learners across the curriculum
-
Encouraging uptake of learning languages for all students, including monolingual English speakers
-
Aligning classroom practice, assessment, and professional learning
-
Ensuring coherence and consistency across schools
-
Providing all students with the best opportunities to engage in meaningful language learning experiences
-
For teachers and leaders, it offers shared language, shared expectations, and practical guidance for working in bilingual and multilingual classrooms.
The Coventry Language Policy is being developed through a carefully sequenced, collaborative process that brings together professional learning, shared design, and consultation.
The journey begins in January 2026 with a Language Policy Working Group coming together to explore multilingualism in education, reflect on shared values, and begin shaping a draft policy framework. This “macro to micro” approach ensures that research and national priorities are translated into meaningful school-level practice.
Following a period of collaborative development and a public consultation, the policy launch is planned for Autumn 2026.
OCME’s involvement is grounded in a clear principle: effective language policy must be co-constructed. Rather than delivering a “ready-made” solution, OCME supports systems to articulate their own values, priorities, and contexts, informed by robust research on multilingualism, language development, and equity.
Dr Eowyn Crisfield, Founder and Academic Director of OCME, said: "A language policy should be a living document, one that evolves alongside the learners and communities it serves. OCME’s role is to provide the conceptual tools, research foundations, and facilitation needed to make that possible.”
By investing time and expertise in this process, Coventry is taking an important step towards a more inclusive and linguistically responsive education system. The resulting Language Policy will not only support multilingual learners, but also strengthen teaching and learning for all students.
OCME looks forward to working alongside Coventry educators throughout this journey and to supporting the policy as it moves from vision to practice in schools.
