Comfort Ogunjobi
BA (Hons) Education
London Metropolitan University
Fatima, a bright and eager student, arrived in a British classroom at the age of ten, speaking only Arabic. Despite her intelligence and enthusiasm, she quickly realised that language was a barrier that shaped her social and academic experiences. She struggled to express herself, connect with her peers, and keep up with lessons that didn’t accommodate her linguistic background. Her teachers, though well-meaning, lacked the resources or training to support her adequately. Fatima’s experience is not unique; it highlights the ongoing debate on multilingualism and social justice in education.
Understanding Multicultural Identities Through Research
Have you ever thought about what it feels like to grow up speaking one language at home and another at school? For students like Fatima, who arrived in a British classroom at the age of ten speaking only Arabic, this is everyday life. While politicians and policymakers argue over the best approach to multilingual education, students are left to figure it out in real time, juggling cultural identities, learning English, and trying to fit in.
Multilingual education is a tricky balancing act but one with huge potential. García and Wei (2014) came up with the idea of translanguaging, where students mix their home and school languages to express themselves in creative, meaningful ways. It’s not just “code-switching”, it’s how they make sense of the world. So why do so many teachers still overlook it? Often, it’s because they’re trained in monolingual systems that do not value this kind of linguistic flexibility. Wang and Lamb (2024) take it a step further by showing how migration adds layers of complexity. These students are not just picking up a new language, they’re learning to survive in a whole new culture. Can you imagine being unsure whether speaking your home language will get you praised… or punished? That is what identity negotiation looks like. And when schools only prioritise English, the message is loud and clear: your language and by extension, your identity doesn’t belong here. But it doesn’t have to be like this. When schools create space for all languages and cultures, students feel seen, respected, and empowered. Confidence goes up, learning improves, and friendships grow. And really, is not that what school should be all about?
Research into multilingual education has shown just how complex this balancing act can be. García and Wei (2014) introduced the concept of translanguaging, where students blend elements of their home and school languages to communicate in new, creative ways. It’s not just “code-switching”, it’s a powerful tool that helps them make sense of the world around them. But sadly, many teachers, especially those trained in monolingual settings, still misunderstand or undervalue this process. Wang and Lamb (2024) dig deeper into this issue by exploring how migration affects identity formation in UK schools. They point out that students are not just learning a new language, they’re also learning how to navigate a new culture. Imagine trying to figure out when it’s safe to speak your home language, or if it might get you in trouble. That’s identity negotiation in action. When schools only make space for English, it sends a message, intentionally or not, that other languages do not belong. And how would that make any child feel? But it doesn’t have to be that way. Schools that embrace linguistic and cultural diversity by welcoming students’ home languages can help multilingual learners feel seen and valued. This not only boosts their confidence but also helps them do better in school and build stronger social connections. Is not that what education should be about?
How can schools better support students from diverse backgrounds? Banks’ (2010) “Five Dimensions of Multicultural Education” offers a useful framework that’s still highly relevant today. Instead of treating multicultural education as an optional extra, Banks shows how it can be embedded into every aspect of school life. Here’s a quick breakdown:
- Content Integration – Are students seeing themselves reflected in the curriculum? This dimension is all about including diverse cultural and ethnic perspectives in what’s being taught.
- Knowledge Construction – Who decides what counts as knowledge? Here, the focus is on helping students understand that knowledge itself is shaped by different cultural viewpoints.
- Prejudice Reduction – How can we challenge stereotypes before they take root? This involves creating classroom strategies to reduce racial, ethnic, and cultural biases.
- Equity Pedagogy – Do our teaching methods work for all students? This means using practices that help learners from all backgrounds succeed.
- Empowering School Culture and Social Structure – What kind of message does the school environment send? This dimension is about building a culture where diversity is not just accepted but celebrated.
When all five of these dimensions come together, schools can offer a more inclusive, fair, and culturally responsive education. Is not that the kind of learning space every child deserves?
Gay (2018) reminds us that culturally responsive teaching isn’t just about what we teach, but how we teach. Valuing students’ cultural and linguistic backgrounds helps boost engagement and understanding. Similarly, Banks and Banks (2020) stress the importance of equity pedagogy—meeting learners where they are, not treating everyone the same. When this doesn’t happen, multilingual students often fall behind (Strand et al., 2015). Why? Imagine learning complex content in a language you’re still mastering, with limited support. The issue isn’t ability—it’s access. So, what can schools do differently? Maybe it starts with asking better questions.
The Lived Experiences of Multilingual Children in British Schools
Fatima’s Identity struggles
Fatimah’s story brings to life what Wang & Lamb (2024) describe in their research: when students migrate to a new country, they do not just pick up a new language, they’re also figuring out how to be in this new world. At school, English dominates the lessons, the conversations, even the jokes in the playground. Meanwhile, at home, Fatimah’s identity is rooted in Arabic—her language, her culture, her family. Can you imagine having to constantly switch between those worlds, and sometimes even hide parts of who you are just to fit in?
Strand et al. (2015) add another layer to this picture. They highlight that multilingual students often face a so-called “attainment gap.” But here’s the thing: it’s not because they’re any less capable. In Fatimah’s case, she was bright and eager to learn, but language barriers likely made it harder to follow lessons or express herself fully. If her school didn’t offer solid EAL (English as an Additional Language) support, or if teachers weren’t trained in culturally responsive practices, how could she thrive? The truth is, many students like Fatimah end up falling behind, not because they lack potential, but because the system doesn’t always meet them where they are. So, the real question is: how can schools do better?
Theoretical Framework: Social Justice and Multilingualism
Social justice in education, according to Fraser (2005wht), is not just about being fair, it’s about making sure every student has what they need to succeed. She breaks it down into three key parts: redistribution, recognition, and representation. When it comes to multilingual learners in the UK, these three areas really shine a light on what is working and what is not.
Let us start with redistribution. This is all about making sure resources and support are shared fairly. Sounds simple enough, right? But the reality is a bit more complicated. Many students who speak English as an Additional Language (EAL) still do not get the consistent help they need. Schools are doing their best, but with patchy funding and limited access to EAL specialists, these learners are often left without the tools to thrive (DfE, 2023). It’s not a question of talent; it’s about whether the system is set up to support everyone equally.
Recognition is about valuing the languages and cultures students bring into the classroom—but this isn’t always reflected in UK schools. Despite being a multicultural country, research from the University of Cambridge (2020) reveals many schools still push “standard English” as the norm, sometimes in extreme ways. One school urged parents to teach standard English at home, while seven banned other languages during school hours—even at break time. One even threatened discipline for speaking a home language. These policies don’t just suppress language use; they send a message that certain identities aren’t welcome. As Wang & Lamb (2024) note, this can make students feel excluded and pressured to hide parts of who they are.
Then there’s representation—who gets a say in shaping language policy. Right now, it’s mostly top-down, with little input from multilingual students, families, or teachers (Menken & García, 2010). As a result, well-meaning policies often fall short in practice. When we consider redistribution, recognition, and representation together, it’s clear there’s still a long way to go to make schools truly inclusive for all learners.
The Struggles of Multicultural Identities in British Schools
In the UK, linguistic diversity in schools has increased significantly due to migration and globalisation. According to the Department for Education (DfE), in the 2023/24 academic year, over 20% of students in English schools were recorded as having a first language other than English. This demographic shift has sparked debates about how schools should accommodate multilingual learners while maintaining national education standards
| School Type | Year | Total Pupils | English as First Language | % English | Other Than English | % Other |
| All Schools (Total) | 2022/23 | 8,481,287 | 6,727,611 | 79.3% | 1,715,912 | 20.2% |
| 2023/24 | 8,497,935 | 6,685,364 | 78.7% | 1,770,160 | 20.8% | |
| Non-maintained Special | 2022/23 | 4,070 | 3,591 | 88.2% | 447 | 11.0% |
| 2023/24 | 4,120 | 3,644 | 88.4% | 439 | 10.7% | |
| State-funded AP | 2022/23 | 13,191 | 12,006 | 91.0% | 1,050 | 8.0% |
| 2023/24 | 15,866 | 14,468 | 91.2% | 1,231 | 7.8% | |
| State-funded Nursery | 2022/23 | 37,496 | 25,945 | 69.2% | 11,411 | 30.4% |
| 2023/24 | 36,726 | 25,326 | 69.0% | 11,264 | 30.7% | |
| State-funded Primary | 2022/23 | 4,647,851 | 3,611,560 | 77.7% | 1,022,969 | 22.0% |
| 2023/24 | 4,614,990 | 3,549,551 | 76.9% | 1,050,199 | 22.8% | |
| State-funded Secondary | 2022/23 | 3,630,171 | 2,947,993 | 81.2% | 658,504 | 18.1% |
| 2023/24 | 3,669,933 | 2,959,140 | 80.6% | 684,422 | 18.6% | |
| State-funded Special | 2022/23 | 148,508 | 126,516 | 85.2% | 21,531 | 14.5% |
| 2023/24 | 156,300 | 133,235 | 85.2% | 22,605 | 14.5% |
First Language of Pupils by School Type (DfE, 2024)
This table shows a gradual increase in the number of pupils in England whose first language is other than English, rising from 20.2% in 2022/23 to 20.8% in 2023/24. The most linguistically diverse settings are state-funded nurseries and primary schools, where nearly 31% and 23% of pupils, respectively, speak a language other than English at home. In contrast, alternative provision (AP) schools and special schools have lower percentages of multilingual students. These figures highlight the growing need for inclusive and responsive language support strategies in the UK education system.
Multilingual education policies in the UK often lean more toward assimilation than true integration. What does that mean in practice? Well, students who do not speak English as their first language are usually expected to adapt quickly, often without enough support. The curriculum is still very English-focused, which doesn’t leave much room for celebrating or even acknowledging the wide range of languages spoken by students. This kind of approach can make multilingual learners feel left out and undervalued, both socially and academically.
This goes against what Nancy Fraser (2005) argues in her theory of recognition and redistribution. She stresses that fairness in education is not just about treating everyone the same, it’s about recognising and valuing difference and making sure resources are distributed in a way that truly supports everyone. When schools ignore the linguistic backgrounds of their students and expect them to simply fit in with dominant language norms, it creates an uneven playing field. What we need instead are inclusive policies that uplift linguistic minorities rather than asking them to set aside their identities just to succeed.
Lessons to learn from other countries
Canada
Canada’s bilingual policy is rooted in its constitution but putting it into practice especially in schools, is not always straightforward. English learners still face barriers when it comes to accessing education on equal terms (Pelky, 2024; Le Pichon et al., 2024). For example, Pelky (2024) explores how three provinces—Ontario, Alberta, and British Columbia have been rolling out French-language education since the introduction of Bill C-13. While some of the finer details are tucked behind a paywall, the key takeaway is that each province has its own struggles in balancing local needs with federal bilingual goals.
On a more positive note, Le Pichon and colleagues (2024) investigated how multilingual digital tools can support English language learners in STEM subjects. Their research shows that when students can access learning materials in both English and their home language, they not only understand the content better but also feel more included. It’s a reminder that valuing students’ linguistic backgrounds is not just the right thing to do, it also makes learning more effective and engaging.
Singapore
Singapore is widely praised for its bilingual education model, which promotes English alongside mother tongue languages (Mandarin, Malay, or Tamil). In 2024, the Ministry of Education (MOE) introduced initiatives to enhance Mother Tongue Language (MTL) education, aiming to strengthen both language proficiency and cultural identity. A major initiative is the MTL Structured Oral Approach to Reading (SOAR), launching in 2025 in Primary 1 and 2, with dedicated time for MTL reading and library activities. At the preschool level, selected MOE Kindergartens will pilot an extra 30 minutes of daily MTL instruction to boost early exposure (MOE Singapore, 2024).
Beyond schools, Liang et al. (2022) studied 175 Chinese-English bilingual families and identified two parenting styles: Radical Bilingual Parenting—early, active engagement—and Moderate Bilingual Parenting—later starts and shorter interactions. Factors such as the child’s age, preschool experience, and parental beliefs influenced these approaches. These school and family efforts reflect Singapore’s strong commitment to bilingualism and cultural preservation.
The UK Context
The UK’s approach to multilingual education stands in sharp contrast to countries like Singapore. Unlike nations with structured bilingual strategies, the UK still doesn’t have an official national policy on multilingual education. Instead, support for students who speak English as an Additional Language (EAL) is often left up to local authorities, which results in inconsistent provision across regions (Menken & García, 2010). Most schools in the UK follow an English-immersion model, meaning English dominates both teaching and school culture. While this might work for some, it can be a real disadvantage for students who need extra language support to fully engage with learning (Strand et al., 2015).
As of 2025, not much has changed. The UK still lacks a unified bilingual education policy. Each of the four nations—England, Scotland, Wales, and Northern Ireland has its own take on language learning, shaped by local priorities and languages. In England, for example, the National Curriculum requires pupils aged 7 to 14 (Key Stages 2 and 3) to learn at least one foreign language usually French, Spanish, or German (DfE, 2013). But here’s the catch: academies and free schools aren’t bound by this rule, which means language provision can vary wildly.
Surprisingly, the Department for Education hasn’t updated the national curriculum for modern foreign languages since its release in 2013. As of 2025, that same statutory guidance is still in place, despite major shifts in education, migration, and student demographics. A recent study by researchers at the University of Cambridge (2020) really puts things into perspective. They looked at 998 secondary schools in England, which is around 20% of all such schools, and found that fewer than 1% had a comprehensive, school-wide language policy. That’s just six schools fewer than the number with policies about asbestos or even dogs on school premises! Even when schools did have something written about language, it was usually fragmented or vague. The study found that 37% of schools made no mention at all of English, other languages, or even the word “language” in any of their public documents. Karen Forbes, Associate Professor at the University of Cambridge with a focus on Second Language Education, said, “It’s surprising that so few schools seem to have systematic policies concerning language education and language use ” (University of Cambridge, 2020). So, what does that tell us? Most schools do not have a clear or consistent plan for teaching foreign languages, supporting EAL learners, or recognising the multilingual nature of their communities.
You might think teachers can fill the gap, and to some extent, they do. According to the Teachers’ Standards (2012), every teacher in England is expected to adapt their teaching to meet the needs of all learners, including EAL students, under Standard 5. This standard emphasises that teachers must understand their pupils’ varied needs, whether they’re high achievers, have special educational needs (SEND), or are still learning English, and respond with appropriate teaching strategies. But here’s the problem: without a national or school-wide policy to guide them, even the most dedicated teachers may lack the structure, resources, or training needed to fully support EAL learners. The result? Missed opportunities to promote multilingualism, and worse, unequal access to learning for students who do not speak English as a first language.
So, What’s Next…
For education to truly support children’s learning and development, it must be provided in a language they understand, ideally, the language they speak at home. When this is not the case, children face significant barriers to grasping foundational concepts, which hinders their overall educational progress. Unfortunately, this basic standard is not being met for hundreds of millions of learners worldwide. According to recent estimates, around 40% of the global population lacks access to education in a language they either speak or comprehend well. This language gap creates serious obstacles for effective learning and long-term academic achievement (Global Educaton Monitoring Report Team, 2025).
UNESCO (2025) makes it clear: learning in your native language is not just a right, It’s a key to academic success and emotional well-being. But for over 250 million learners worldwide, this basic principle is still out of reach. Take Fatimah, for example. A bright, curious ten-year-old who arrived in a British classroom speaking only Arabic. She was excited to learn, but the system didn’t meet her halfway. Thrown into an English-only environment with minimal language support, Fatimah struggled not because she lacked ability, but because no one helped her bridge the gap between her home language and the classroom. Instead of being seen as an asset, her Arabic identity was overlooked. She found it hard to follow lessons, make friends, or show what she was capable of. Her confidence took a hit, and the spark she brought with her began to dim. Her story is not rare—and that’s exactly the problem.
As migration increases, British classrooms are becoming more linguistically diverse. But the policies haven’t caught up. Fatimah’s experience is a wake-up call. If the UK genuinely wants to build inclusive, peaceful, and sustainable societies, as UNESCO envisions, then multilingual education needs to be more than an afterthought. It must be central to how we teach, support, and value students. This means taking cues from global best practices and backing them with national policies that treat home languages as bridges, not barriers to learning. With the right support, Fatimah could’ve had a very different start. If her school had recognised her multilingual identity and used Arabic as a scaffold rather than sidelining it, she might have found it easier to adjust, connect, and succeed.
The truth is that Fatimah’s story plays out in classrooms across the UK every day. But it doesn’t have to. A better path is possible, one where we embed multilingual education into policy, fund EAL support consistently, and train teachers to see linguistic diversity as a strength. Only then can we create an education system where students like Fatimah aren’t left behind but lifted.
References
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