Sleepwalking into superdiversity: a translanguaging perspective on The DfE 2025 Curriculum and Assessment Review Interim Report

Abstract

Classrooms across England are becoming increasingly multilingual, with over 20% of learners considered to be using English as an Additional Language. The resources, assets and identities that these learners bring to our classrooms can and must be acknowledged, harnessed and included in our day-to-day practices if education in England is to maintain current standards. However, despite multiple references to inclusivity, the Department for Education Curriculum and Assessment Review Interim Report [DfE (Department for Education). 2025b. Curriculum and Assessment Review: Interim Report. https://assets.publishing.service.gov.uk/media/6821d69eced319d02c9060e3/Curriculum_and_Assessment_Review_interim_report.pdf] neglects to even mention such learners, let alone discuss the assets, needs and challenges that they bring to school each day. This critical commentary on the report adopts a translanguaging perspective, recognising our multilingual learners’ identities and language repertoires as opportunities, not impediments, for making our classrooms, education system and society more inclusive, cohesive and empowered. It identifies important shortcomings in the report in this regard, and offers clear, practical recommendations for achieving the goals it prioritises, arguing that the forthcoming national curriculum must make explicit reference to such learners, offer guidance on multilingual inclusion and pedagogy, and recognise the need for flexibility in solutions for harnessing the potential of our increasing multiculturalism if it is to avoid sleepwalking into superdiversity.

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