Repositioning Host Country Language
In many international schools, the host country language sits in a curious position. It is present, visible on timetables, and often valued in principle - yet in practice, it can feel peripheral to the core life of the school. In this webinar, we explored what happens when we rethink the role of the host country language, not as a discrete subject, but as part of a broader, linguistically inclusive school design.
At its heart, this is a question of coherence. How do schools align their values around multilingualism with the lived experience of students? And what does it take to move from provision to purpose?
At its heart, this is a question of coherence. How do schools align their values around multilingualism with the lived experience of students? And what does it take to move from provision to purpose?
Beyond the timetable
Host country languages are often positioned as subjects alongside others, allocated a set number of hours, taught by specialist teachers, assessed separately. While this structure provides clarity, it can also create distance. The language becomes something students “go to”, rather than something that shapes their wider learning experience.
This separation can unintentionally signal that the host country language is less central than the language of instruction. It may also limit opportunities for meaningful engagement, particularly for students who do not see immediate relevance to their lives or identities.
It’s time we all, schools and educators, reflected on this positioning. What messages are conveyed - explicitly and implicitly - about the value of the host country language? And how might those messages shift if the language were seen as part of the school’s linguistic ecosystem, rather than an isolated component?
This separation can unintentionally signal that the host country language is less central than the language of instruction. It may also limit opportunities for meaningful engagement, particularly for students who do not see immediate relevance to their lives or identities.
It’s time we all, schools and educators, reflected on this positioning. What messages are conveyed - explicitly and implicitly - about the value of the host country language? And how might those messages shift if the language were seen as part of the school’s linguistic ecosystem, rather than an isolated component?
Language, identity and belonging
A key theme in the discussion of the topic is the relationship between language and belonging. Host country languages are not simply tools for communication; they are deeply connected to place, culture, and identity.
For some students, the host country language may represent connection: to community, to environment, to everyday life beyond the school gates. For others, it may feel distant or inaccessible. In both cases, how the language is positioned within the school matters.
When host country languages are marginalised or treated as optional, opportunities for connection can be lost. Conversely, when they are meaningfully integrated into school life, they can support a stronger sense of place and participation.
This is particularly important in international school contexts, where students often navigate multiple languages and identities simultaneously. A coherent approach to language - one that includes the host country language alongside home and additional languages - helps to create a more inclusive and authentic learning environment.
For some students, the host country language may represent connection: to community, to environment, to everyday life beyond the school gates. For others, it may feel distant or inaccessible. In both cases, how the language is positioned within the school matters.
When host country languages are marginalised or treated as optional, opportunities for connection can be lost. Conversely, when they are meaningfully integrated into school life, they can support a stronger sense of place and participation.
This is particularly important in international school contexts, where students often navigate multiple languages and identities simultaneously. A coherent approach to language - one that includes the host country language alongside home and additional languages - helps to create a more inclusive and authentic learning environment.
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From ownership to shared responsibility
As with broader discussions of multilingualism, responsibility for host country language provision is often concentrated within a small group of specialists. While their expertise is essential, this can reinforce the idea that language learning is contained within specific lessons, rather than embedded across the school.
The challenge can’t be overcome without shared responsibility. What would it look like if all teachers saw themselves as contributors to students’ language development? How might leaders create conditions where host country language learning is supported beyond the classroom?
This does not mean expecting all teachers to become language specialists. Rather, it involves recognising the role that everyday interactions, curriculum design, and school culture play in shaping language learning. Small shifts in how languages are referenced, valued, and connected to learning, can have a significant impact.
The challenge can’t be overcome without shared responsibility. What would it look like if all teachers saw themselves as contributors to students’ language development? How might leaders create conditions where host country language learning is supported beyond the classroom?
This does not mean expecting all teachers to become language specialists. Rather, it involves recognising the role that everyday interactions, curriculum design, and school culture play in shaping language learning. Small shifts in how languages are referenced, valued, and connected to learning, can have a significant impact.
Coherence across the language landscape
One of the challenges schools face is managing multiple language priorities: the language of instruction, additional languages, home languages, and the host country language. Without a clear framework, these can compete for time, attention, and resources.
Rather than treating each language as a separate domain, schools are encouraged to consider how they relate to one another. What is the overarching vision for language in the school? How do different elements support that vision?
This is where a whole-school language approach becomes essential. By articulating shared principles — for example, valuing all languages as resources for learning — schools can create alignment across different programmes and practices.
In this context, the host country language is not an “extra”, but a key part of the overall linguistic landscape.
Rather than treating each language as a separate domain, schools are encouraged to consider how they relate to one another. What is the overarching vision for language in the school? How do different elements support that vision?
This is where a whole-school language approach becomes essential. By articulating shared principles — for example, valuing all languages as resources for learning — schools can create alignment across different programmes and practices.
In this context, the host country language is not an “extra”, but a key part of the overall linguistic landscape.
Rethinking success
Another important area of reflection is how success in host country language learning is defined. Traditional measures, such as proficiency levels or exam outcomes, provide useful data, but they do not capture the full picture.
Success might also include students’ confidence in using the language, their willingness to engage with the local community, or their understanding of cultural contexts. These broader outcomes are harder to measure, but no less important.
Schools should think more expansively about what they value. When success is defined narrowly, provision often follows. When it is defined more holistically, opportunities for meaningful learning expand.
Success might also include students’ confidence in using the language, their willingness to engage with the local community, or their understanding of cultural contexts. These broader outcomes are harder to measure, but no less important.
Schools should think more expansively about what they value. When success is defined narrowly, provision often follows. When it is defined more holistically, opportunities for meaningful learning expand.
Host country language in international education
From aspiration to implementation
Many schools express a commitment to multilingualism and inclusion. The challenge lies in translating these aspirations into consistent, everyday practice.
This requires intentional design. Leadership plays a key role in setting direction and ensuring alignment. Professional learning supports teachers in understanding how language intersects with their practice. Structures and systems - from timetables to assessment policies - need to reflect the school’s stated values.
Importantly, this is not about implementing a single model. Context matters. Each school community brings its own linguistic profile, history, and priorities. What matters is the process: engaging with research, reflecting on current practice, and making deliberate, informed choices.
This requires intentional design. Leadership plays a key role in setting direction and ensuring alignment. Professional learning supports teachers in understanding how language intersects with their practice. Structures and systems - from timetables to assessment policies - need to reflect the school’s stated values.
Importantly, this is not about implementing a single model. Context matters. Each school community brings its own linguistic profile, history, and priorities. What matters is the process: engaging with research, reflecting on current practice, and making deliberate, informed choices.
A more connected approach to language
Repositioning the host country language is ultimately about connection; connecting language to identity, to place, and to learning. It is about moving from separation to integration, from ownership by a few to shared responsibility, and from isolated provision to coherent design.
For schools committed to linguistic inclusion, this work is not peripheral. It is central to how learning is experienced and how communities are built.
At OCME, we support schools to navigate this complexity, working collaboratively to develop whole-school approaches to language that are research-informed, context-responsive, and grounded in practice.
For schools committed to linguistic inclusion, this work is not peripheral. It is central to how learning is experienced and how communities are built.
At OCME, we support schools to navigate this complexity, working collaboratively to develop whole-school approaches to language that are research-informed, context-responsive, and grounded in practice.