In our rapidly changing world what is the future of the English language?

By Mina Patel, Assessment Research Manager, British Council

18 April 2023 - 16:54

English is one of the most spoken languages in the world, but what will English look like in the
future? Here Mina Patel, one of the authors of the new British Council publication ‘The Future of
English: Global Perspectives’, looks at how English, its teaching, assessment and use in business will
be affected in a rapidly changing world.

People ask: what’s so important about English? The answer is simple, English connects people and
changes lives. English changed my life. I arrived in England at the age of four as a refugee from
Uganda. I couldn’t speak a word of English. Today I am one of the authors of the British Council’s
newest publication, The Future of English: Global Perspectives. I was lucky. I was inspired at school,
had wonderful teachers, and they instilled in me a passion for learning and teaching. I have been in
English language education for many years and English has connected me to thousands of people
around the world.

The Future of English: Global Perspectives is part of a long-term research programme, which
identifies key trends that will define the role of English as a global language in the coming decade. It
also examines the issues and opportunities for countries around the world in achieving their goals
for the use of English.

The publication describes the programme and presents the findings from discussions with 92 policy
makers and influencers from 49 countries and territories during 14 roundtables, about what they see
as the future of English. From these conversations, eight themes emerged, themes that we believe
will have an impact on the future of English in the coming years. So, what are the global perspectives
about the future of English and what does the data tell us?

Will English remain the world’s most sought-after language?

For the foreseeable future English will remain the dominant global lingua franca (a language used by
people with different native languages to communicate with each other), but the role it plays in the
lives of individuals or in policies will begin to change.

Numbers of learners will remain stable or rise in the next ten years. The main drivers for this are
education, employment, technology and global mobility. Employers, parents and learners
themselves are driving the need for English language education. They see it as a necessity for success
in life, learning and employment.

What role will English play in our multilingual world?

Multilingualism is the norm in most contexts around the world. Exploration, colonialisation,
migration, and globalisation have all contributed to today’s multilingual world.

English is often one of the languages used in multilingual situations where everyday communication
is managed by individuals using their full range of languages organically and fluidly – a practice
known as ‘translanguaging’.

One implication for English is that it increasingly ‘belongs’ (in the sense that any language can belong
to anybody) to whoever uses it, in whatever form, to interact successfully in any given context.

What is the future of English as a medium of education?

English as a medium of education (EME), also called English as a medium of instruction is when
students are taught subjects in English, regardless of their first language. It is hugely popular in some
contexts and is driven by governments and parents that see it as a good way to achieve fluency in
English, so improving the chances of students getting a good job in the future.

Universities which teach courses in English - with lectures, course materials and tutorials all given in
English - are now very common. Primary and secondary schools where English is the main language
of teaching and learning are also becoming more popular. However, EME is a topic of much
discussion and debate.

How will teachers remain relevant in future English language learning systems?

Our data tells us that teachers are very much at the heart of the teaching and learning process and
the education system. Regardless of the technological shifts during the Pandemic, teachers are very
important. However, in some places in the world, there are concerns about capacity with two main
questions being asked. Are there enough English teachers and are there enough skilled English
teachers?

Linked to this is teacher motivation and well-being. If English is considered a valuable and important
skill for a nation’s educational, professional and economic success, then it follows that English
language teachers should be looked after, supported, developed and rewarded to reflect the
significance of their contribution to society.

Public and private English language provision - who has the answers?

This is an interesting question, and although private language education provision can be better, our
participants were concerned about the lack of monitoring and evaluation of private language
provision.

That said, public-sector provision of English language teaching is inadequate in many countries,
often featuring inappropriate or outdated curricula.

It is likely that the answers to better quality provision in both sectors lie in greater cross-sector
communication and collaboration.

Can English language assessment meet stakeholders’ changing needs?

People require different types of proficiency for different tasks in different contexts. This has
implications for teaching, learning and assessment (TLA), particularly as we expect that aligning
these components will continue to be of interest in the future.

English is no longer seen in isolation. Instead, it is seen as part of a range of knowledge, skills and
expertise, captured by the concept of 21st-century skills and required for a dynamic globalised
world. This presents two challenges for current assessment practices:

• Assessment needs to be more creative and innovative to develop and measure individuals more
holistically.

• Language Assessment Literacy (LAL) needs to be considered more seriously and concepts of LAL
need to adapt to be relevant in this changing assessment landscape.

Can technology narrow the equity gap in English language education?

While there are significant advantages to using technology to aid learning, both in and outside the
classroom, these advantages have not always been built upon. This is because uptake and success
depend on several factors:

• Access to hardware, such as TV, radio, computers, smartphones and the Internet.

• Teacher skills and motivation to support learning.

• Stakeholder support (within the education system and at home).

• Inclusion in modern curricula of recognition of informal learning (typically online).

The reality is that in many cases there are significant disparities in access across communities. This
‘digital divide’ can have social, educational and economic repercussions for those affected.

It is important to note that in many developing or rural places, technology doesn’t just mean mobile
devices, it also means televisions and radios.

To what extent is employment driving the future of English?

The world of work has changed. Globalisation, together with advances in technology, has changed
the way many companies operate and the skills required by employees. Previously technical skills in
specific areas were highly sought after, now employers are looking for ‘all-round’ employees who
can combine technical expertise with additional skills, including teamworking, problem-solving,
negotiation, intercultural awareness and digital literacy.

Multilingual and multicultural workforces are not uncommon, whether people are working remotely
or in the same location. English is often the lingua franca and sometimes the official language of
business as chosen by organisations. The very concept of international, dispersed teams changes and
expands the parameters of English for work.

English is becoming a requirement for all sectors of industry. At all levels in organisations and all
over the world, English at work is no longer only for professional jobs or senior management roles –
it has increasingly become necessary for lower-skilled jobs in the tourism and retail sectors. As cited
in a previous British Council study, ‘even if English is one of the working languages in a major
multinational company, the English proficiency requirement differs from role to role’

All these factors have led to the notion of proficiency, as we know it, being re-defined.

As the data shows, the future of English is interesting, dynamic and contextual but there are still
many questions. The future of English programme is an invitation for colleagues and partners to
collaborate to try and answer some of these questions. We’re living in exciting times, change is the
norm, but for the foreseeable future, English will continue to connect people and change lives.