Language, learning and belonging: practice, policy and refugee voice

The Language, learning and belonging: practice, policy and refugee voice research is a comparative study to better understand how language education operates in diverse refugee and displacement contexts, and to identify the conditions that enable or prevent meaningful participation in education, employment, and social inclusion. Covering eleven countries across Africa, the Middle East, Europe, Asia, and the Americas, the report responds to growing international displacement caused by conflict and persecution and recognises that language learning is a critical factor in refugees’ ability to access opportunities and shape their futures. By foregrounding refugee voices and local expertise, the study seeks to provide an evidence base for more effective, equitable, and sustainable language education policies and programmes. 

Findings indicate refugees consistently value language learning for educational progression, employment, mobility, and participation in society. Languages valued include international languages such as English, which reflect aspirations as well as languages of their heritage, and those of the receiving contexts. However, the report shows that provision is fragmented across governmental, non-governmental, community, and international actors, often resulting in discontinuity and exclusion, and these exclusions are intersectional. The findings also highlight the importance of multilingual, learner-centred approaches with social justice at the core, the need to support teachers working in complex multilingual settings, and the limitations of short-term project funding.

Citation

Imperiale, M. G., Fassetta, G., & Phipps, A. (2026). Language, learning and belonging: practice, policy and refugee voice. British Council. https://doi.org/10.57884/XXJR-D824