The author explains an updated position paper that builds on established approaches. A language-responsive perspective reflects that wider recognition of the centrality of language to learning. It does not advise which language(s) any particular country should use within their education system, and it does not offer any one universal model. It offers a way of thinking that is pragmatic and context-sensitive through encouraging decision-makers and education stakeholders to ask questions about what kinds of language support are needed across core components of the education system, how different approaches can work together and what support the students within the education system need in order to have equitable access to learning.