That this House takes note of measures, such as visa waivers, to improve the supply chain of qualified modern foreign language teachers and the sustainability of language learning in schools and universities.
My Lords, I start by declaring my interests as co-chair of the APPG on Modern Languages and honorary president of the Chartered Institute of Linguists which, along with the British Council and the British Academy, supports the APPG. I am a languages graduate myself in Spanish and French and a current student of Arabic at the FCDO’s excellent language centre.
My intention today is not just to stand here and recite complaints and problems about the teaching and learning of modern languages but to propose constructive, practical and achievable measures for repair and improvement. Neither will I go into great detail on the importance of languages, because I know that the Minister is already well aware of their value, not just as part of a balanced, enriching curriculum but for the benefit, security and prosperity of the UK as a nation. As the statutory guidance for the national curriculum says,
“Learning a language is ‘a liberation from insularity and provides an opening to other cultures’. It helps to equip pupils with the knowledge and cultural capital they need to succeed in life”.
I will cite only a very few facts and statistics to summarise this broad sweep of a case for languages before turning to the practicalities of the remedies.
First, research from Cambridge University has shown that, if we spent more on teaching French, Spanish, Arabic and Mandarin in schools, the UK could increase its export growth by £19 billion a year. Other research shows that the lack of language skills in the workforce costs the UK economy the equivalent of 3.5% of GDP. Secondly, students who have spent a year abroad building their international and cross-cultural experience as well as their language skills are 23% less likely to be unemployed after graduation. I am of course delighted that the UK will be rejoining Erasmus+, which was and will again be one important factor in the potential supply chain of MFL teachers.
Thirdly, it is a myth that everybody speaks English. On the contrary, only 5% of the world’s population are native English speakers and 75% speak no English at all. AI and machine translation are no substitute for human communication, with its nuance, slang, humour and accuracy, which trump AI tendencies to confuse and hallucinate, confuse numbers and names or fail to deal with dialects or tonal languages.
But the fact is that, however desirable we might make languages at school, and in whatever format they are prescribed or assessed, it is all meaningless if we do not have anyone to teach them. The teacher supply chain is the key to the sustainability of languages in schools and universities.
My focus today is on how to remedy the dramatic shortage of language teachers, how to cut through the vicious circle we are in, where GCSE take-up has stalled, so A-level take-up has fallen, so applications to do languages at university have plummeted, so more and more universities are scrapping language degrees and fewer and fewer potential UK-trained language teachers are being produced. It is like that song “There’s a hole in my bucket”, where you end up with the same problem you started with, despite having gone round and round in circles with a series of steps to mend it.
My Lords, I congratulate the noble Baroness, Lady Coussins, on securing this debate and acknowledge the enormous amount of work that she does through the APPG and any other channels to make sure that the question of modern languages teaching and learning remains as high on the agenda as it possibly can be.
Why does the teaching and learning of a modern foreign language matter? This debate is partly about the technicalities of improving the supply chain of modern foreign language teachers since, as we have already heard, 50% of modern languages teachers are now recruited from outside of the UK. However, there is a prior question: why does it matter? As we have also heard, figures from government suggest that there are economic and diplomatic, and so on, very good reasons, at both personal and GDP level, why we should have more and more young people who are proficient at languages. We have figures and research for the value of French and Spanish, but also increasingly German, not to mention Mandarin. Noble Lords will all have heard this from the noble Baroness, Lady Coussins, and other places too, and other noble Lords may well expand on this.
These are very good reasons in themselves, but there is another set of reasons for learning a language, one of which is that learning a language is good for you. Many hours of research and research papers have shown that the plasticity of the brain is heightened by learning a language. It increases cognitive flexibility and adaptability, and these are clearly very good reasons and worth while for everyone—even in the later years, should any noble Lord choose to take up a language.
However, perhaps my favourite reason for learning a language is, frankly, that it is fun. With the right pedagogical approach, a classroom in which language teaching and learning is taking place is a fun classroom to work in. It is a real-world skill; it can be deployed, practised and improved by communicating with others in your classroom—from my own personal experience, often to the delight of young people. However, those young people miss out if there are not sufficient, or sufficiently well-trained and qualified, modern languages teachers with whom they can work.
My Lords, may I draw to everyone’s attention the fact that the timing in this debate is very tight? Could everyone please either go below five minutes or stick to the five minutes’ advisory time? Otherwise, we will not have time for the Minister to respond in full.
My Lords, I congratulate the Baroness, Lady Coussins, on introducing this debate and also on her outstanding and continuing work on the importance of modern languages.
The well-known actor Larry Lamb, who is fronting the British Council’s new festival of languages this summer in London, recently said:
“English is the language of business but children and young people should understand the level of respect that comes when you attempt to speak the language of the people with whom you’re working”.
Mr Lamb criticised a 2004 decision by Charles Clarke, the then Education Secretary, to drop compulsory language learning from the age of 14. Mr Lamb also added, somewhat provocatively:
“I feel disappointed that the education system has allowed this to happen. I bet there aren’t many private schools where taking languages is a choice, particularly at the top end”.
It is true that the prospects for modern language learning are currently not good, but that is the responsibility of successive Governments and most certainly not the responsibility of Charles Clarke alone. Successive Governments have allowed this situation to develop.
GCSE entries in modern languages decreased from over 500,000 in 2004 to just over 330,000 in 2025. The proposed abolition of the EBacc does not help much, because languages will have to compete even more with other subjects when pupils are making choices. The DfE, over many years, has missed its targets for modern language trainee teachers. In 2025, only 42% of the target was reached.
A most shocking thing, which I had not realised, is that over half of all universities have ceased to offer modern language degrees altogether. Currently, only 48 do, compared to 108 in 2000. The consequence is obviously a strong decline in the number of qualified modern language teachers. As is always the case in education matters, without qualified and well-trained teachers, there is quite simply no education. My eye is upon the noble Baroness, Lady Blower.
I am very sorry to intervene again but, if every noble Lord and noble Baroness takes an extra minute, we are not going to get through this debate in time.
My Lords, I will be brief. I too congratulate the noble Baroness, Lady Coussins, on her brilliant introduction to this debate and I am delighted to follow the noble Baroness, Lady Shephard. We are both alumni of St Hilda’s College, Oxford, and we are both passionate about languages.
As a child, I lived in Paris for three years. I studied French and Spanish at university, then lived in Germany for four years with my RAF husband and was employed to teach French and English in a German Gymnasium. It was quite a challenge. We had married too young for the RAF, so were not allowed to live in military married quarters and lived in a German town surrounded by German speakers. Although the head teacher always addressed me in French, I picked up a great deal of German. Sadly, as I seldom have a chance to speak other languages now, most of my fluency in all three languages has largely gone, but I still value the learning of them, the window on different worlds they gave me and the sheer enjoyment of chatting in a language that was not English.
It has to be a matter of deep concern that our country is becoming monolingual. At one stage it appeared that it was more difficult to get good GCSE and A-level grades in languages than in other subjects, and that was a deterrent to students. The exam boards addressed that to equalise the marking, but it was damaging. Of course, Brexit has greatly harmed our international relations. The demise of Erasmus was another blow. We have to hope that now Erasmus+ is to be restored, young people will once again enjoy travelling abroad and finding out about the languages and customs of other countries.
Damage was done under Labour when a language ceased to be compulsory for GCSE. The EBacc brought it back, but in a programme which was highly academic and ruled out many more creative students. As fewer students study languages, fewer go to university and emerge as enthusiastic teachers. It is a vicious circle which has seen universities close their language departments with further dire effects.
My Lords, I thank my noble friend Lady Coussins for giving us the opportunity to discuss this important topic and for her excellent and constructive introduction. As ever, I declare my interest as a secondary school teacher in Hackney, although I teach design technology rather than useful languages. At school I learnt French and Latin to O-level under the legendary Bill Lucas—let us see if the Minister is listening to that—some Greek and some German. In fact, a few years ago my son Charlie wandered into an airport shop to find me speaking to a woman in German. “I didn’t know Dad spoke German”, he said to my wife. “He doesn’t”, she said. “I don’t know what the hell he’s speaking.”
I respectfully take issue with my noble friend Lady Coussins in the framing of this debate. Like the noble Baroness, Lady Blower, I think we need to discuss the sustainability of language learning in life. I am married to a fluent Italian speaker and early on in our relationship, I found it extremely frustrating to go out to Italy and not be able to understand or be understood, so I took private one-to-one lessons at the age of 30, unlike one of my noble friends who sensibly married his Italian teacher.
Over the next few years, I had a variety of tutors, all Italian and all excellent, and it is one of the most rewarding things I have ever done in my life. It was fun. There was no Duolingo then, and I still remain slightly dubious about that way of learning. Perhaps the parliamentary challenge will change my mind. I am now a reasonable Italian speaker and a keen member of the APPG on Italy. We recently had a visit to Rome with a full day and a half with the Italian parliament. I am rather more used to talking to Italian builders, and some of my language might have surprised our hosts.
We need to engender a love for languages and cultures among children. The government response to the Curriculum and Assessment Review says:
My Lords, it is conventional in this House to congratulate the sponsor of a debate, and I will certainly not miss that out on the present occasion because it is high time that the plight of modern language learning and training in the UK was drawn to public attention and remedied. But I will go further on this occasion by congratulating my noble friend Lady Coussins on the unrelenting work she has done through the All-Party Parliamentary Group on Modern Languages to shine a light on what is, I suggest, an act of national self-harm.
Is there really a problem with modern language teaching and learning? Well, there is not much doubt about that. Others have already quoted figures, and others in this debate will quote figures, to demonstrate the scale of the crisis, but here are some of those produced on 16 December by the Higher Education Statistics Agency—HESA. From the academic year 2012-13 to the academic year 2023-24, the overall figures for modern languages dropped from 125,900 to 80,100; those for French from 9,700 to 3,700; and those for German and Scandinavian languages from 3,900 to 1,400. It is important to remember that where the drop in university places leads to closures, what are called “cold spots” occur at GCSE and A-level too.
Those figures should be a wake-up call to the Government and to Parliament. Other figures from the sector are equally dire, such as those for the Anglo-French programme for the exchange of teaching assistants in both directions for a year teaching in each other’s schools. It has just celebrated—if that is the right word—its 120th anniversary, which I attended. It was set up to mark the entente cordiale, but the figures are terrible. Some will question whether this really matters in a world where English has become—and I actually welcome this—the global lingua franca, although not, of course, the language of the majority of the population of the world. It is set to remain so for the rest of this century, and perhaps longer.
Order. Can the noble Lord wind up, please? He is already a minute over. If everyone takes an extra minute, the Minister will not have any time to sum up at the end.
We should be looking at modern languages, with both teaching and learning as a means of promoting our soft power and influence, not as something we could perfectly well do without.
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Even if every single one of the students currently doing a language degree went into teaching, we still would not come close to meeting the shortfall of qualified teachers. Only 43% of the Government’s recruitment target was met in 2024. Although the published target for 2025-26 has been 93% met, I am afraid this is only because the target itself was cut by nearly half—so not really anything to write home about.
We badly need a package of measures which does three things: first, removes the barriers which are preventing foreign nationals, especially EU nationals, training here to be MFL teachers; secondly, removes the barriers preventing foreign nationals who have completed that training in the UK going on to accept job offers; and, thirdly, improves the pipeline of homegrown MFL teachers.
This is a good point to indicate that very similar problems and solutions are also relevant for maths and physics teachers, where reliance on overseas recruitment is at least as great as for modern languages. Some of my proposals are within the remit not of the DfE but of the Home Office, but there could not be a better Minister to take up those issues with her colleagues there.
Issue number one is that nearly half the UK’s trainee language teachers are foreign nationals. But anyone would think we were trying to deter them, not encourage them. Bursaries have been reduced from £26,000 to £20,000 and scholarships from £28,000 to £22,000. The bursary does not always even cover the basic costs of the training fee for international students, which varies enormously between providers. In Cambridge this year, for example, it is nearly £40,000.
Universities often ask for half the fees in advance, but the bursary is paid in instalments, which leads to many students taking on debt in order to train. A recent report from the Institute of Physics revealed that some trainee physics teachers were resorting to sleeping in libraries and using food banks. The international relocation payment of £10,000 was scrapped in April 2024. So I ask the Minister whether she will restore the level of bursaries and scholarships and reinstate the relocation payment.
Once students are qualified, another set of obstacles appears. Instead of achieving a strategically sensible return on investment, we now make it as difficult as possible for the teachers we have trained to teach in a UK classroom. The problem now is visas and immigration rules. Overseas teachers must apply and pay for a skilled worker visa, together with the NHS surcharge. The school offering the job must also sponsor the visa, which comes at another cost.
The APPG has heard a great deal of evidence from schools reporting that they cannot or will not do that, because they do not have the funds or admin staff to deal with it. This is a critical problem. Despite the existence of DfE guidance, many schools say that the process of applying for the sponsor visa is unbelievably complicated and costly and, since the graduate visa route was reduced in duration to 18 months, it is no longer a viable route for early career teachers, whose induction period is two years. The official guidance is clearly not cutting through and must be made clearer, more effective and more upfront, because our data suggest that up to half of international trainees fail to secure employment after qualifying.
I have questions for the Minister on this aspect of the supply chain. Will she back a visa waiver for qualified MFL teachers recruited to teach in state schools and actively encourage the Home Office to introduce it? If it needs to be piloted first, will her department and/or Home Office colleagues provide rapid, streamlined guidance to schools on how to apply for the sponsor visa and reduce or relieve altogether the costs of doing so? Will she restore the graduate visa to 24 months so that it aligns with the induction period for early career teachers? These are all relatively low-cost, swiftly implementable measures whose impact could be easily and quickly evaluated. We are going to continue relying on overseas recruitment of MFL teachers until or unless we can produce more of our own. The immigration White Paper from last May sets out an expectation that employers will prioritise the so-called domestic workforce but, for MFL teachers, no adequate domestic workforce exists, because we produce so few graduate linguists. So a special case for a visa waiver must be made.
I turn finally to what can be done to improve the sustainability of languages in our schools and universities, to cut through the vicious circle I described earlier. Two immediate critical interventions could make an effective start. The first would be an advanced modern languages premium for secondary schools and colleges, modelled on the successful advanced maths premium introduced in 2017, the purpose of which would be to boost A-level take-up. The British Academy calculated in 2021 that achieving a 20% increase in the take-up of modern languages at A-level would cost around £3 million a year. The policy is widely supported across the sector. So, while the DfE is giving more thought to flexible languages pathways and GCSEs in response to the recent curriculum and assessment review, will the Minister at least commit to an advanced languages premium to boost A-levels as an immediate and hopefully even temporary measure? In combination with a visa waiver, this could be a quick win to help spark the chain reaction and step change we need.
More A-level take-up would lead to more applications to study languages at university, where language degrees are in crisis: in many cases, in terminal decline or already dead. They survive in only 10 post-1992 universities, and provision in the Russell group has already begun to crack with the recently announced plans from Nottingham. Cold spots reveal distinct inequality of provision towards students from less privileged backgrounds, which of course is compounded later by worse employability after graduation. Cuts in languages at HE level have a serious knock-on effect in economic, diplomatic and research competitiveness, as well as the teacher supply chain. Closures of courses in Mandarin, Russian and Arabic are a particular threat to the UK’s pipeline of specialist linguists needed for defence and security roles.
However, resuscitation is possible, as well as urgent. My key recommendation for an immediate measure to stem the tide of cuts and closures is for university modern language degrees to receive category C1 strategic funding from the Office for Students. Currently, as I understand it, its allocations focus mainly on STEM subjects, on the grounds that they are of strategic importance and cost more to provide. Archaeology also attracts this level of additional strategic funding. The same can, and must, be said of language degrees, which are more teaching intensive compared to other humanities subjects, requiring more contact hours, smaller classes, provision of new languages taught from scratch and, of course, the sustainability of the third year abroad, which is often described as “the jewel in the crown” of a languages degree and is very highly valued by prospective employers. Languages’ strategic importance to critical industries and functions of the state should be much better acknowledged by this additional funding. Does the Minister agree, and will she exert as much pressure and influence as she can on the OfS to take this on?
I have intentionally focused on a small number of measures which could be taken in the immediate and short term. My proposals also show that getting language teaching right is not just a challenge for the DfE but cuts across many government departments and agencies. The decline is currently very acute, but language skills are vital to so many aspects of the UK’s cultural, economic, soft-power and security interests that we really must not allow things to get past the point of no return. I beg to move.
Modern foreign languages have the reputation of being hard subjects because there is a perceived harshness in the marking compared with other subjects. That may or may not be true, but, frankly, we do not hear enough on the aspect that I am really enthusiastic about, which is the fun—although we do not hear a lot about fun in education in general.
This debate is about how to get our schools and universities out of the spiral of decline that the noble Baroness, Lady Coussins, talked about. It appears from government figures that there has been an improvement in ITT recruitment to modern and foreign language teaching. However, as the target was lower, and is still only 90% met, and as it comes against a background of very low levels of recruitment over previous years, there is still a great deal to do if we are to arrest the decline of modern language departments at university level.
If there is not a secure base of effective language teaching in key stages 4 and 5, we will continue to have this problem, and A-levels will continue to decline. Recently, a House of Commons committee reinforced the view that teaching is still insufficiently attractive in terms of burdensome workloads, and of course, there are pay level issues. This needs to be remedied. Given the number of modern languages teachers that we need, I ask my noble friend the Minister, as she has already been asked by the noble Baroness, Lady Coussins, if the Government will reconsider a visa waiver scheme for non-UK trainees and teachers in recruitment. This would go a long way towards improving our position.
Perhaps what we also need is a national strategy. I hesitate to suggest this, because it seems to be the answer to almost anything that comes before government—“Let’s have a national strategy”—but I do think that it would be worth while. Certainly, we must urgently consider visa sponsoring and the material that schools need to be able to do that.
Finally, I ask my noble friend the Minister to look again at the issue of functional language skills teaching and qualification raised in the Education for 11-16 Year Olds Committee of your Lordships’ House.
Many years ago, in an earlier career, I set up a number of projects to teach French in primary schools, with tight and co-operative links to the appropriate secondary schools. We trained teachers and hired peripatetic staff and French assistants. Our strong in-service training included what became known locally, rather unfortunately, as “French weekends”. In this residential training, French was spoken throughout, French food was served and there were obviously quite a number of wine tastings. The whole scheme brought together primary and secondary teachers with the Alliance Française. It was a true languages pipeline, with stellar O-level and A-level results in languages as a consequence. This was one way of achieving that improvement.
More recently, a solution to the falling numbers of modern language teachers has been recruitment from overseas, as we have said. Precisely the issues involved with that approach are at the heart of this debate: 50% of trainees are recruited internationally; they get bursaries, but the cost of employing them and visa difficulties have presented other problems, not least that apparently, half the trainees go home when they cannot find a job here. Another stupid complication is that the duration of the graduate visa scheme has been reduced to 18 months, while the induction period for newly qualified teachers lasts for two years. That is not good co-ordination.
However, there are plenty of practical solutions, some of which will emerge from this debate. The idea that there should be a national languages strategy has already been mentioned. It is backed by the British Academy, the Arts and Humanities Research Council, the Association of School and College Leaders, the British Council and Universities UK, which is quite a line-up. Another practical idea would be for the DfE or local authorities to set up local regional conferences where heads and teachers could share solutions, such as helplines and guidance on the visa system. I feel compelled to say that that is what we used to do.
There is strong consensus worldwide that effective communication between nations is more valuable and relevant now than it has ever been. The DfE itself said:
“Learning a language empowers young people to engage with the world, think critically and understand new perspectives”.
That is true, so I hope the Minister takes careful note not only of the excellent evidence provided by this debate but of the realistic and practical solutions that have already been proposed, when we are nowhere near the end of the debate.
We need solutions. We rely heavily on international recruitment, yet put barriers in the way, as the noble Baroness, Lady Coussins, set out. Bursaries have been reduced and the difficulty of getting visas has prevented possible teachers getting jobs. Will the Minister say what is going to happen about bursaries and visas?
We need a strategy to boost language learning. Ideally, as the noble Baroness, Lady Shephard, set out, this should start at primary school when young minds are open and young mouths can develop to make the different sounds needed by different languages. If you do not start languages until secondary school, young people are already getting anxious about making new noises and talking with new words. Can the Minister say what is being done to encourage languages in primary schools? Some years back the British Academy ran competitions to find imaginative language learning in primary schools, with some schools focusing on food and some on drama, music or clothing to stimulate ideas, often with great success. What happened to those imaginative programmes?
The All-Party Parliamentary Group for Languages, of which the noble Baroness, Lady Coussins, is a critical part, has had meetings where, as the noble Baroness, Lady Blower, said, we have discovered that learning a language leads to increased cognitive flexibility and adaptability. Numerous studies have supported the claim that learning a second language affects a person’s brain, with differences depending on the age of the person when they learn the language. Who knew that languages are good for your health? They are also good for business, international relations and friendship between countries and peoples. We used to have diplomats who were totally fluent in obscure languages and able to contribute to a peaceful world by dint of communicating in native tongues. Where will they learn these languages now if university departments close?
We need also to support the Open University, which is the UK’s largest provider of university-level education across a variety of language-related subjects, including French, German, Spanish, Chinese and others. They have programmes at all levels of difficulty. Their studies are nearly all via flexible distance learning, so are widely available to anyone interested, and they have short courses and modules as well as full-time courses. Can the Minister say if the Government would support a new national strategy to incentivise language learning and teaching? Languages should be supported within the Lifelong Learning Entitlement to send a strong signal to employers and the public that they are a valuable tool in our country’s wealth and well-being. We cannot allow this drift to continue. Urgent action is needed if we are to remain an international country with trade and friends around the world. I look forward to the Minister’s reply.
“Languages are a vital part of a broad and balanced curriculum, equipping pupils with the communication skills, cultural awareness and linguistic foundations needed to thrive in a globalised society”.
The elephant in the room is Brexit. It is not so much a hidden elephant as a large pink hippopotamus in a tutu sashaying down the aisle. As my former colleague and head of modern foreign languages, Adam Lamb, says:
“The historic pipeline for recruitment was not just from the UK universities, but also from Europe. Morale amongst MFL teachers has taken several big hits of late for many reasons. MFL has already taken the hard hit of having been decoupled from forming the spine of the EBACC measure. This, along with many departments struggling to recruit, is leading to fragmented departments and students receiving a lot of non-specialist cover teaching nationally”.
According to the British Council, as a nation we lose an estimated £48 billion per year in lost trade due to language barriers, to say nothing of the benefits of employability and social mobility that a basic skill in foreign language brings. The valuable English language summer school business has been hit as well. As Alicja Penrose of Bede’s told me:
“Since Brexit, any EU teachers who did not work in the UK pre 2021 are not able to secure work permits, which creates a shortage of teachers across the industry. There currently is no seasonal visa type for them that would allow them to work in the UK in the summer”.
The Government need to back up their fine words in the response to the review with action. Teaching vacancies need to be filled by language teachers who are specialists in the language that they are teaching. Visa waivers need to be granted to language teachers from abroad and, indeed, as they say, linguistic foundations need to be allowed to thrive in a globalised society.
That is certainly a fact of life, and we are rightly proud of our language—its versatility, its flexibility, and the access it provides to much great literature. But is it in our interest to fly along on the coattails of the United States—which is what, in fact, we are doing—and to have less and less knowledge of, or access to, other great civilisations, many but not all by any means, in continental Europe? I would suggest not: not in business, not in trade, not in academic terms, not in the conduct of international relations, and not in the in-depth understanding of other societies.
If we are, over time, to remedy this situation, we need an overall multifaceted set of policies by government, by schools and by universities. Several recent Governments have aspired, and have announced their aspiration, to initiate such policies, but, frankly, they have then acted only in a half-hearted sort of way—often seriously underresourced, and often also with other government policies necessary for success contradicting university needs for visa access to fulfil their international student and other academic studies. It is surely time for a more systematic, better co-ordinated, better concerted effort. I do hope that the Minister, in replying to this debate, will commit the Government to undertaking such an effort.
Anyway, we have one element of such a programme already, which can be warmly welcomed: the decision by the UK, agreed by the EU, to rejoin the Erasmus+ programme in 2027, reversing the damage done when we intemperately pulled out of that programme after the Brexit vote, unlike plenty of other third countries which remain in the programme. However, look at the school visit programme: laid low by Brexit and Covid, it has still not recovered properly, despite the agreements reached between the Prime Minister and President Macron and the Prime Minister and Chancellor Merz to resume them on a bilateral basis. The restraints on collective visas for school visits to the UK make no sense whatever. Is there any evidence of illegal migration by that route? Perhaps the Minister can explain why it is taking so long to resume those school visit programmes.
The one thing we cannot afford to do as a nation that has for centuries thriven on international trade and investment, is to withdraw into a kind of monoglot ghetto, whose leading politicians complain about hearing nothing but foreign languages on public transport.