Education: Modern Foreign Languages

Viscount Younger of Leckie Excerpts

Thursday 18th January 2018 Grand Committee

[Viscount Younger of Leckie (Con)]

My Lords, I am pleased to answer this Question for Short Debate and thank the noble Baroness, Lady Coussins, for her passionate advocacy of the importance of teaching modern foreign languages. When the national curriculum was first introduced, it was compulsory to teach at least one language to all pupils in key stages 3 and 4. However, it may be that the true value of languages was not widely embraced, as the Government of the day removed this requirement in 2004, as the noble Baroness, Lady Coussins, mentioned. We know that there is much more to be gained from studying a foreign language. It can build cultural and global understanding, and improve the ability to think laterally and creatively. It can also bring benefits from a career perspective: languages are important for those working as translators and in the diplomatic service, but also for those working in petrochemicals, engineers, banking and any profession that can lead to working overseas or with international partners.

I would like to chip in at this point to answer a question raised by my noble friend Lady Hooper. She asked whether civil servant applicants are routinely asked about any foreign language skills. As far as I am aware, the Civil Service does not ask applicants directly about language skills unless it is relevant to the role. That is something for us to mull over.

As the noble Lord, Lord Dykes, said, we know it is a myth to believe that, as English is spoken fluently by many around the world, there is no need for us to converse in the languages of our international business partners. My noble friend Lord Sherbourne put it rather more starkly and succinctly. I was interested also to hear what the right reverend Prelate the Bishop of Derby said. He made an important point about the commonality of language to cross religious and country values.

We have never been an insular nation, and, in leaving the European Union, it is important that we adopt an even more global outlook. In support of this concept, the British Council’s Languages for the Future report, published in November 2017, said that we must,

“initiate a bold new policy to improve foreign language learning for a transformed ‘global Britain’”.

I agree, but we are still far from achieving the levels of uptake and proficiency in languages that we need to, and those points have been made today. Only 47.3% of pupils entered a languages GCSE in 2017, and in too many schools only the most academic pupils are encouraged to study languages to GCSE level. Yet taught well, all children can become fluent. Maintained schools must offer languages at key stage 4, although it is not mandatory for pupils to take up that offer. We need taking a GCSE to be an option that all pupils might want to take, in the knowledge that it will be enjoyable, is of value and that quality teaching will enable them to make good progress.

What action are we taking to improve the take-up of languages? I start by saying that I absolutely read the view of noble Lords including the noble Baronesses, Lady Coussins and Lady Janke, and my noble friend Lord Sherborne about the interesting idea of a national language recovery scheme. I will be taking that back to the Department for Education as an idea to look at.

In September 2014, we made it mandatory for maintained primary schools to teach a language to pupils at key stage 2, a point raised by the noble Baroness, Lady Morris. Maintained secondary schools must also teach a language to pupils at key stage 3 and offer it at key stage 4. An important point about continuity was made by the noble Lord, Lord Storey. The noble Lord, Lord Watson, asked what was being done to encourage students beginning language study as early as key stage 1. Schools are free to teach languages to children at key stage 1 if they choose to, and a wide range of resources are publicly available to support teachers who wish to teach languages to younger children. However, this is not a mandatory requirement, and we have no plans to make it so.

We have introduced the English baccalaureate performance measure, which shows how many pupils entered a GCSE in English, maths, sciences, a language and history or geography. The noble Lord, Lord Watson, asked why the EBacc has not stemmed the downward trend in those studying languages in school and whether the English baccalaureate affects teaching of other creative subjects. Pupils who took GCSEs in 2017 will have made their subject choices in 2014, before the publication of the EBacc consultation. We therefore were not expecting language entries to rise significantly this year. In July 2017, we published the outcome of the EBacc consultation, which sets a clear direction of travel for the EBacc, and we expect schools to respond to it. Entries to language GCSEs are now higher than they were in 2010, but we have always said that the EBacc should be studied as part of a broad and balanced curriculum.

In July, we announced our ambition for 75% of year 10 pupils to be studying the EBacc by 2022. This is an indication of the importance that the Government attach to languages, as these aspirations cannot be met without pupils taking a GCSE in a foreign language. But there is much more to do, and the noble Baroness, Lady Coussins, eloquently set out most of the challenges in her speech. Although the proportion of pupils taking the EBacc has risen from 22% in 2010, only 38% of pupils in state-funded schools were entered for GCSEs in all five EBacc subject areas in 2017.

Take-up of languages GCSEs has been the biggest obstacle to achieving high EBacc entry rates. In 2017, of those pupils who entered GCSEs in only four of the five EBacc subject areas, 80% had not been entered for a languages GCSE. These figures serve to highlight the extent of the challenge facing us.

The noble Baroness, Lady Coussins, reported that schools are using Progress 8 to avoid MFL and that the EBacc and Progress 8 are in conflict, but we believe that these measures are in fact complementary. It is true that a people does not have to do MFL to get a good Progress 8 score, but the EBacc’s subjects are given emphasis. What is more important than relying on performance measures is to ensure that pupils want to take languages because they see the value and are well taught—a point I made earlier.

We have considered practical steps to help schools. First, Mandarin is cited by Languages for the Future, along with French, German, Spanish and Arabic, as one of the five most important languages for this country’s future. The Mandarin excellence programme, which began in September 2016, will see at least 5,000 young people on track towards fluency in Mandarin Chinese by 2020. Schools on the programme provide four hours’ direct teaching time to pupils, supplemented by another four hours’ study. This has led to pupils making great progress in that language.

Secondly, the recently published social mobility action plan outlined plans to improve access to high-quality modern foreign languages subject teaching. Expert hubs will see schools with a good track record in teaching languages sharing best practice in pedagogy.

Thirdly, there is a need to step up communications by highlighting the importance and value of languages to parents, pupils and teachers alike. Our future communications will highlight the role that languages can and must play in improving pupils’ achievement across subjects. These actions to increase the number of pupils entering languages GCSEs will build a larger pool of potential A-level and degree students.

The noble Lord, Lord Watson, asked a question about the Government’s plans to address the causes of the decline in modern languages degree courses in universities—and he asked what we think the cause is. We think that the key factor impacting MFLs in higher education is the decline in the take-up of languages at GCSE level. I have already referred to the positive steps we are taking to address that, but there is some evidence that a substantial number of students continue to develop language and intercultural skills during higher education, evidenced by an upswing in students choosing to study language modules alongside their non-language degree subject. The annual UCML/Association of University Language Centre’s survey of institution-wide language providers in UK higher education institutions suggests that the numbers have more than doubled in a decade.

[Lord Watson of Invergowrie]

I thank the Minister for answering some of the questions I provided in advance, but there seems to be an element, if not of complacency, at least of just leaving it at young people being encouraged to take up more languages. It may happen or it may not happen, and at the moment it is not happening. I have heard nothing which suggests that what the Government are doing or planning to do will suddenly create the step change that the noble Baroness, Lady Coussins, said is necessary in her introduction. As the noble Lord, Lord Storey, said, in countries such as Germany it is compulsory. We really have to grasp the fact that language teaching in this country, certainly in the early years, has to become compulsory or there is no reason to believe that the figures will improve.

[Viscount Younger of Leckie]

I thought that the noble Lord might want to make that point, but that is the next step, is it not? We are not at the stage of wanting to move towards the compulsory angle. I have set out clearly the actions that we are taking, but I did say at the outset that this debate, along with other debates which might be held, will feed into the department. Perhaps new ideas will emerge, particularly those raised by the noble Lord and the noble Baroness, Lady Coussins, in their speeches.

I would like to move on to teacher supply and retention. We cannot grow this pool without enough high-quality teachers in our schools. That is why we are working to grow a strong pipeline of teachers from within England. But let me be clear: there are more teachers than ever before in our schools—15,500 more than in 2010. The number of teachers returning to the profession has risen by 8% since 2011, and we are encouraged that the number of people starting initial teacher training in 2017 was up on the year before. However, in case I am accused of being complacent, we know absolutely that the recruitment landscape is tough. We are alive to the challenges that the improving economy and the pressures of rising pupil numbers pose. Recruitment in priority subjects like languages has historically been challenging, and that is why we have put a package of measures in place to support the recruitment of trainees and the retention of existing teachers. We continue to offer generous financial incentives, including scholarships and tax-free bursaries, which are typically worth up to £26,000, for trainees in priority subjects, including modern foreign languages. We have also developed a number of measures to encourage more specialists into initial teacher training, including targeted marketing campaigns and providing support to potential applicants across priority subjects.

I should like to move on to the recruitment of teachers from overseas. As we grow the domestic pipeline of teachers, we are exploring international recruitment initiatives in the short term. For example, we have worked with the Spanish Government to expand their visitor teacher programme to England. While most teachers are recruited from this country, schools have been able to recruit staff from overseas to fill posts that cannot be filled from the resident workforce. As we recruit more teachers nationally—this is a point mentioned by the noble Baroness, Lady Coussins—and work to increase retention, we expect a reduction in the need for these initiatives.

We fully appreciate the valuable contribution that EU nationals make to teaching languages in our schools and universities. In December, the UK and EU negotiating teams issued a joint report on the first phase of the Brexit negotiations. This has helped to provide certainty for those EU nationals, including MFL teachers, who will be living in the UK when we exit the EU. It sets out a fair deal on citizens’ rights that allows UK and EU citizens to get on with their lives broadly as they do now, continuing to enjoy rights such as access to healthcare, benefits and education.

I realise that time is against me and know that a number of other points were raised, notably by the noble Baroness, Lady Coussins, and the noble Lords, Lord Watson and Lord Evans. I shall write to all noble Lords and put a copy of the letter in the Library of the House answering those queries.

To conclude, I have heard certain messages from noble Lords today, and it is clear that we are at a crossroads in the future of languages teaching in our education system. Doing nothing is not an option and the Government are taking positive steps through the initiatives I have outlined. There may be more to do, but I am encouraged by the passion and support your Lordships have shown today for improving the profile of languages within our education system.