If Children Can’t Learn in Their Own Language, Is Education Truly a Right?
On 21 February 2026, the world observed International Mother Language Day with a strong message from UNESCO: linguistic diversity is essential to inclusion, dignity, and peace. But beyond the celebration lies a pressing child rights question, can education be called equitable when millions of children are taught in languages they do not understand?
International Mother Language Day, first proposed by Bangladesh and recognized by UNESCO in 1999, has been observed globally since 2000. The 2026 commemoration placed young people at the center of discussions on multilingual education, underscoring that language is more than a tool for communication. It shapes identity, confidence, and the ability to participate fully in society.
From a child rights perspective, language is directly linked to the right to development. Yet around 40 percent of the world’s population still lacks access to education in a language they speak or understand. For children entering school, this often means struggling to grasp basic concepts, feeling isolated in the classroom, and falling behind their peers.
Education systems that overlook mother tongue instruction risk deepening inequality. When children cannot connect with what is being taught, their potential is constrained from the very start. Research consistently shows that early education in a child’s first language improves comprehension, literacy, and long-term academic performance. It also strengthens cultural identity and self-worth.
During the 21 February observance, UNESCO organized an online Campus event for students aged 13 to 18, creating space for young voices to share experiences and suggest practical steps to promote linguistic diversity in schools. This approach recognizes children and adolescents as partners in shaping inclusive education systems.
The conversation now must go further. Protecting linguistic diversity is not only about preserving culture. It is about fulfilling children’s rights. If millions of learners remain excluded by language barriers, the global commitment to equitable education demands serious reflection and action.
