Research-informed principles for developing cohesive school language policies

Language and education are intrinsically connected, as it is through language that content knowledge is both accessed and assessed, and communication occurs. Yet, in England, research has shown that many secondary schools currently lack cohesive language policies (LPs) addressing language-related issues commonly arising inside and outside the classroom. As a result, decisions are often devolved to individual teachers which can require both teachers and students to navigate multiple, and potentially contradictory, practices regulating their language use. Drawing on qualitative data from interviews and lesson observations with students and teachers in a secondary school in England, and situated within a broader framework of policy development, this article proposes seven principles for the initial stages of LP development. Key to these principles is the need to: (1) clarify the purpose of such a policy in relation to the linguistic values and ethos in the school; (2) engage stakeholders to negotiate needs and priorities in relation to language; and (3) identify existing language practices, resources and potential barriers to implementation. These principles are intended to guide school leaders, teachers and educational researchers who seek to develop explicit and cohesive LPs that acknowledge and build upon the multilingual practices of students and teachers.