Dr Melike Bulut Albaba reflects on the Multilingualism as a Resource in Anglophone Higher Education Workshop she hosted at Sheffield Hallam University.
How can higher education institutions in English-speaking contexts better recognise and embrace the linguistic diversity of their students and staff?
In recent years, UK higher education has made visible strides in addressing disparities related to race, gender, disability and other protected characteristics. However, one significant dimension of identity continues to be overlooked: language. While language is often linked with bias, it remains overlooked in policy – particularly as it is not recognised as a protected characteristic under the Equality Act 2010.
Despite its deep intersectionality with other protected characteristics – such as race, age, disability, gender – linguistic diversity remains marginal in equity, inclusion and pedagogy discussions.
Discussions in the workshop revealed that linguistic bias disproportionately affects international students and UK students from linguistically diverse backgrounds. Could linguistic inclusion be one of the hidden drivers behind persistent awarding gaps, student disengagement and a lack of belonging?
These questions took centre stage at the recent workshop Multilingualism as a Resource in Anglophone Higher Education, hosted by the Multilingualism Network at the Sheffield Institute of Education. Held in hybrid format, the event brought together academics and research students across around 10 higher education institutions to explore how language policies, practices and ideologies shape inclusion, teaching, learning and identity across UK universities.
Rather than viewing multilingualism as a barrier, the workshop reframed it as an underused resource – one that could hold vital answers for tackling some of higher education’s most stubborn equity challenges.
Language, belonging and identity
The morning sessions highlighted the central role of language in shaping academic belonging and identity. A team from the University of Strathclyde (Dr Tomasz John, Dr Laela Adamson, and Dr Stephanie Hardley) presented early findings from their research on international postgraduate students, illustrating how multilingual practices serve as both a bridge and a barrier in navigating UK university life.
Luke Pearson from Sheffield Hallam University followed with insights into university lecturers’ perceptions of multilingualism, noting the ways these attitudes influence classroom dynamics and pedagogical choices. Kat Cridland from the University of Greater Manchester built on this theme by examining staff and student perspectives in a widening participation context, urging institutions to move from passive tolerance to active engagement with linguistic diversity.
Towards multilingual pedagogies
Midday sessions focused on pedagogy and practical strategies for embedding multilingual awareness in higher education. Angela Gayton (University of Glasgow) proposed a pedagogical framework that centres multilingual identities in tertiary settings, while Dr Julie Summers and Dr Lamia Nemouchi (De Montfort University) shared findings from a project mapping language use and belonging, emphasising the fluid and evolving nature of multilingual identities.
In a similarly reflective presentation, Ms Catherine Mitsaki, Dr Emel Thomas, and Dr Qian Zhang (University of Northampton) explored multilingualism as a process of “becoming,” reframing language not as a fixed attribute, but as part of an evolving academic and personal identity.
Multilingual realities in student experience
Afternoon sessions shed light on the lived experiences of multilingual students in UK universities. Ziyou Fang (University of Sheffield) applied a Bourdieusian lens to explore the language ideologies of Chinese PhD students, while Alexandra Rappoport (University of Westminster) examined how Russian-speaking students engage with and navigate multilingual practices and institutional norms.
Poster presentations further enriched the conversation. Qizhu Zhao (University of Nottingham) shared findings on multilingual attitudes and practices across British universities, while Dr Gareth Humphreys (Sojo University, Japan) critiqued native speakerism in the promotion of study abroad programmes.
From discussion to action
The day concluded with an open discussion session that encouraged participants to reflect, connect ideas and plan future actions. Central to this dialogue was a shared commitment to challenging monolingual norms and amplifying the visibility of multilingual voices in higher education.
The Multilingualism Network plans to build on the momentum of this event by continuing to develop research collaborations and practical initiatives that centre linguistic diversity in higher education. As one delegate commented, “Multilingualism is present in our classrooms, yet its impact often goes unexamined. Language is a core part of our students’ identities, but we don’t even collect language profile data. Policymakers must listen to the insider voices we heard today and take urgent action on equality, equity, diversity and inclusion so we can start benefiting from the advantages of linguistic diversity.”
To continue the conversation, read Dr Bulut Albaba’s recent opinion paper, follow the hashtag #MultilingualismInHE or connect with the Multilingualism Network at the Sheffield Institute of Education.
Dr Melike Bulut Albaba is a Senior Lecturer at Sheffield Hallam University and Senior Fellow. She is a committee member and accreditor for the Staff and Educational Development Association (SEDA) Professional Development Framework and editor for JLDHE. Her research focuses on teacher learning, practitioner research, and inclusive education, with a particular emphasis on linguistic diversity.
