Every Language Learner

European Day of Languages — 26 September 2026

Every year on 26 September, European Day of Languages gives us an opportunity to celebrate the incredible diversity of languages spoken across Europe and beyond. It is a day to recognise the benefits of learning languages, appreciate linguistic diversity, and encourage greater understanding between cultures.

But as we celebrate languages, it is worth asking ourselves a question:

Are we celebrating all languages, including the ones our learners speak at home?

For many children and young people in our schools, language diversity is not simply something they encounter in a language lesson. It is part of their everyday lives. They may speak one language with their family, another with friends, and use English in the classroom. Their home language might be one of the most important parts of their identity, yet it can sometimes remain invisible within the school environment. Acknowledging these languages matters. And it matters for far more than celebration.

Home languages are part of identity

Language carries memories, relationships, traditions, humour, stories and emotions. It is often the language in which children first learn to express themselves, understand the world and connect with the people they love.

For a newly arrived learner, hearing or seeing their home language acknowledged at school can send a powerful message:

You are welcome here. Your experiences matter. You do not have to leave an important part of yourself at the school gate.

This does not mean that learning English is any less important. On the contrary, developing English is essential for accessing the curriculum, building relationships and participating fully in school life. But learning a new language should not require a learner to feel that their existing language is a problem, a barrier or something to hide. Inclusion is not about replacing one language with another. It is about making space for both.

Home languages support learning

There is sometimes an assumption that using a home language in school might slow down English acquisition or prevent learners from immersing themselves in English. Research and educational practice tell us a much more nuanced story.

Learners do not leave their existing knowledge behind when they learn a new language. They bring with them knowledge, concepts, literacy skills, problem-solving strategies and ways of making meaning. Their languages are connected, and the skills developed in one language can support learning in another.

When learners are encouraged to use their full linguistic repertoire, they may be better able to:

• Understand and explore new concepts.
• Connect new vocabulary to knowledge they already have.
• Discuss complex ideas before expressing them in English.
• Develop confidence and independence as learners.
• Maintain connections with family and community.
• Build a positive sense of linguistic identity.

For example, a learner might discuss a challenging science concept in their home language with a peer or family member, then use that understanding to engage more confidently in an English-medium lesson. The home language has not interrupted learning. It has helped make learning possible.

Acknowledgement is more than a multilingual display

Schools often do wonderful things to celebrate linguistic diversity: international food events, language displays, greetings in different languages, and cultural celebrations. These can be meaningful and enjoyable.

But acknowledging home languages should go beyond occasional events.

It is also about the everyday choices we make:

• Do we ask learners which languages they speak?
• Do we pronounce their names correctly and take the time to learn them?
• Do we invite families to share their linguistic knowledge?
• Do we allow learners to use their home language as a resource for learning?
• Do we make space for books, signs, audio and resources in different languages?
• Do we challenge the idea that English is the only language that belongs in the classroom?

A language display is a lovely starting point. But genuine language inclusion is reflected in the culture, relationships and teaching practices of a school.

Small actions can make a big difference

Acknowledging home languages does not always require a large project or a significant budget. Often, it begins with curiosity and a willingness to make languages visible.

Here are a few ways educators can make a start:

1. Find out which languages your learners use

Ask learners and families about the languages they speak, understand, read or write. Avoid assuming that every learner has the same level of proficiency across their languages. Their linguistic profiles are individual and valuable.

2. Make home languages visible in the environment

Include multilingual books, labels, greetings, library resources and displays. Ensure that languages are represented as a normal part of school life, rather than only appearing during special events.

3. Encourage learners to use their full linguistic repertoire

Where appropriate, invite learners to brainstorm, discuss, draft, annotate or clarify ideas in a language they know well. They can then use this understanding to support their work in English.

4. Treat families as language experts

Ask families how they would like their languages to be represented and used. Recognise that parents and carers have valuable knowledge about their children’s communication, literacy and language development.

5. Make acknowledgement part of everyday interactions

Learn to say names correctly, show interest in a learner’s language, celebrate multilingual achievements and avoid treating a home language as something surprising or unusual. A simple, respectful question can make a learner feel seen.

From celebration to belonging

European Day of Languages is a wonderful reminder that multilingualism is something to value. But for multilingual learners, the importance of language should not be limited to one day in September.

The real opportunity is to move from celebrating languages to creating language-inclusive schools.

That means recognising that a learner’s home language is not an inconvenience to overcome. It is a resource, a connection, a strength and a part of their story.

When we acknowledge home languages, we communicate something fundamental:

You belong here, and all of you is welcome.

So, this European Day of Languages, perhaps the most meaningful celebration is not simply to count how many languages are spoken in our schools.

Perhaps it is to ask:

How can we make sure every learner knows that their language matters?

Because every language counts. And every learner deserves to know it.

For more information, activities, and lots of fun visit the European day of Languages website.