Schools and Universities: Language Learning

Baroness Blake of Leeds Excerpts

Thursday 8th January 2026 Lords Chamber

[Baroness Blower (Lab)]

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.

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.

[Baroness in Waiting/Government Whip (Baroness Blake of Leeds)]

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.

[Baroness Shephard of Northwold (Con)]

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.

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.

[Baroness Blake of Leeds (Lab)]

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.

--- Later in debate ---

[Lord Hannay of Chiswick (CB)]

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.

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.

[Baroness Blake of Leeds (Lab)]

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.

[Lord Hannay of Chiswick (CB)]

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.