According to the latest report from UNESCO's Global Education Monitoring (GEM) team, approximately 40% of the global population lacks access to education delivered in their native language, with figures soaring to 90% in certain low- and middle-income countries. This alarming statistic indicates significant learning barriers faced by more than 250 million learners across the globe, highlighting the urgent need for effective multilingual education policies.
The report, titled "Languages Matter: Global Guidance on Multilingual Education," released on the 25th anniversary of International Mother Language Day, signals the rising awareness of the importance of mother tongue education. Despite the acknowledgement, many countries continue to struggle with implementing comprehensive multilingual education strategies. Key obstacles include insufficient qualified teachers who can instruct in local languages, the absence of educational materials available in these languages, and sometimes, resistance from local communities.
"Today, 40 percent of people globally are unable to access education in a language they know well. This language gap leaves hundreds of millions of learners at risk," stated a senior official from UNESCO's GEM team, as reported by PTI. The findings indicate not only the prevalence of language barriers but also their worsening impact over the last decade, especially following the disruptions caused by the COVID-19 pandemic.
From 2010 to 2022, there was, alarmingly, an increase of 12 to 18 percentage points disparity in reading proficiency between native and non-native speakers, and between 10 to 15 percentage points in mathematics. This signifies the compounded educational disadvantages faced by learners who do not speak the language of instruction at home, often due to historical marginalization or recent migration.
The report brings to light two significant challenges. Firstly, the legacy of colonialism has often led to the imposition of dominant languages, particularly within education systems, sidelining indigenous languages. This has perpetuated educational inequalities across generations.
Secondly, increasing immigration has diversified school populations, especially in wealthier nations, leading to the need for inclusive curricula and targeted language support. The GEM team emphasizes the necessity for educational frameworks to evolve to accommodate this growing linguistic diversity, stating policies must be adapted to fit within each nation's specific contexts.
UNESCO recommends several strategies for addressing these issues. These include the gradual introduction of second languages, ensuring adequate curricular changes are made to support these transitions, and providing appropriate teaching materials. Countries with substantial immigrant populations are urged to develop effective bridging language programs, which include training instructors to cater to the diverse needs of their student body.
Teacher training, highlighted as critically important, should prioritize fluency not only in the school's language of instruction but also include local and second languages, ensuring educators can communicate effectively with all students. Culturally responsive teaching strategies must be imparted to early childhood educators to create inclusive learning environments from the outset.
Importantly, the report stresses the necessity of building strong community support networks to bolster multilingual education. School leaders should be equipped to cultivate inclusive settings, fostering collaboration between educators and families to close existing linguistic gaps within communities.
Educational leadership needs to be sufficiently prepared to support inclusion, focusing on the needs of multilingual students. The standards applied to school leaders must encourage collaboration with parents and local communities to transform linguistic diversity from perceived barriers to valuable assets within educational systems.
The findings from UNESCO's GEM team serve as both a wake-up call and a guide for governments and educational institutions worldwide. The growing linguistic diversity brought about by migration alongside long-standing historical legacies requires immediate and conscientious policy responses to rectify the inequities embedded within global education systems. Effective implementation of the recommended multilingual education policies can pave the way for more inclusive learning experiences for all, ensuring barriers related to language do not limit access to quality education.
Community engagement, curriculum adaptation, and commitment at all levels—from educators to policymakers—are imperative to address these challenges. Without conscious efforts to dismantle educational inequities steeped in language barriers, millions of learners will continue to remain at risk, their potential stifled by systems unprepared to accommodate their linguistic realities.
UNESCO's call for inclusive language policies marks not just the necessity for educational reform but also the moral imperative to affirm every child's right to learn, thrive, and achieve their full potential, irrespective of the languages they speak.