Inclusive English education: A Shared Challenge and an Ongoing Opportunity
By Darren Coyle, Director, British Council Mexico and the Caribbean*
"Do you speak English?" It’s a question that can open doors — or keep them firmly shut. In many cases, it shapes life trajectories by influencing access to education, employment, mobility, and global connection. Yet not everyone has equal opportunities to learn it — and therein lies an urgent and ongoing challenge: to ensure more equitable and inclusive English teaching. This was a central theme at New Directions LATAM 2025, held recently in Mexico City—a British Council conference that brought together global and local voices to examine trends and approaches in English language assessment.
There has been progress. Mexico has climbed the ranks of the EF English Proficiency Index, moving from 92nd place in 2021 to 87th in 2024. A positive sign, though there is still a long way to go in making this tool more widely accessible. To achieve that, we must understand why English matters so much, how to teach it through an inclusive lens, and what actions are needed to bridge the gaps.
Why English Still Matters
It is a tool for connection, embedded in nearly every sphere of modern life. According to The Future of English: Global Perspectives, 41% of the world’s population is exposed to English. It is the most widely used language in international trade and the official working language of institutions such as the World Bank, the International Monetary Fund, and many other multilateral bodies. It also dominates academia, with nearly 90% of scientific publications written in English. Online, over than 60% of all content is published in English.
This global landscape is mirrored in the Mexican context. The rise of nearshoring has sharply increased demand for English-speaking professionals—particularly in sectors such as technology, advanced manufacturing, services, and logistics. Added to this is the fact that around 31% of the global population speaks English, enabling millions of connections not just with native speakers but with people across the globe who use it as a second or third language. In many ways, it is a bridge language.
As for its future relevance—while other languages are gaining prominence, enriching and continue to enrich cultural and linguistic diversity—English will remain strategically important. A study by the World Economic Forum ranked it as the most influential language in the world, due to its impact on geography, economy, communication, knowledge, media, and diplomacy. Projections to 2050 suggest that while Mandarin may surpass it in terms of communication volume, English will likely retain its lead in all other dimensions.
How? Through a holistic inclusive perspective
For English learning to be truly meaningful and accessible, it must be approached from a broad, inclusive standpoint.
First, inclusion as means being context aware. Not all communities have the same level of access, connectivity, or teacher training. In Mexico, for example, The Future of English reports that only 10% of students are taught by specialised English teachers. It is therefore essential to adapt models and materials to local realities. Moreover, content should reflect diversity: featuring women in leadership roles, people with disabilities, indigenous or rural communities, and varied contexts that foster a sense of identification.
Second, inclusion as means targeted support for those who need it most. As UNICEF highlights, inclusive education “means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.” This involves adapting content, training educators, ensuring accessible assessment, and valuing mother tongues.
Third, inclusion as requires a realistic and practical approach. That is, teaching and testing English with a focus on what people actually need. For many, the priority is being able to interact in virtual meetings, give directions to a foreign visitor, or respond to an email enquiry. English instruction should serve the learner’s purpose. Teaching and testing based on real-life situations—not outdated examples—is also a form of inclusion.
What´s Needed: Collaboration, Evidence and Action
Achieving inclusive English education requires political will, cross-sector collaboration, teacher training, investment, accessible technology, and culturally relevant materials. But just as crucial is the ability to measure effectively.
Assessment enables us to understand our starting point, set goals, adjust strategies, and design evidence-based public policy. On an individual level, it helps learners track their progress. At a systemic level, it guides long-term decision-making. However, assessment must also be inclusive: with materials that reflect diversity, feature various accents and cultural contexts, and assess practical skills. Measuring fairly is part of teaching fairly.
English will continue to be a gateway to opportunity—but only if it becomes genuinely accessible to all, regardless of background, or circumstance. Making it a tool for inclusion, not exclusion, is both a shared responsibility and a timely opportunity. That’s why it is essential to keep the conversation going — through collaborative spaces like New Directions, where global expertise, and local realities meet.