Coventry Language Policy Framework

Language is central to learning, participation, and identity. Learners have diverse linguistic resources that shape how they access, process, and express knowledge, and these should be understood as assets within education. While English is the primary language of schooling in England, its development is most effective when it builds on learners' existing languages rather than replacing them (Cummins, 2000). Differences in English proficiency can affect how learners access the curriculum and demonstrate understanding, creating risks to equity where language is conflated with ability (The Bell Foundation, 2017).

Recognition of learners' languages and identities is closely linked to belonging, participation, and engagement. For Coventry to foster socially cohesive school communities grounded in mutual respect and appreciation of linguistic and cultural diversity, there must be a consistent city-wide approach to language development in schools. This Language Policy sets out the principles and expectations that will guide Coventry schools in achieving these aims.

Guiding Principles

1. All languages support learning and achievement: Additive bilingualism, which supports development of additional languages by building on existing languages supports both academic achievement and cognitive development. Schools recognise and build on this as part of the learning process for all languages and language learners.[1]
    
2. Proficiency in English and cognitive ability are distinct: Learners may have strong conceptual understanding that is not yet fully expressed in academic English. Language development should not be conflated with underlying ability.[2]
    
3. Access to academic language is essential for equity: Explicit attention to the language demands of the curriculum is necessary to enable equitable access to subject knowledge and participation in learning.[3]
    
4. Language, identity, and belonging are interconnected: All learners bring linguistic identities that shape how they engage with language and learning. Valuing those identities means recognising the languages multilingual learners already use, while also supporting every learner to see themselves as a capable and curious language learner for whom language learning is meaningful and within their reach.[4]
    
5. Language develops through interaction and participation: Language learning is socially mediated. All learners develop language through structured opportunities for talk and engagement in meaningful social and academic contexts. Coventry's linguistic diversity makes those opportunities particularly rich, and schools have a responsibility to ensure every learner can access and benefit from them.[5]