Schools and Universities: Language Learning

Earl of Effingham Excerpts

Thursday 8th January 2026 Lords Chamber

[The Earl of Effingham (Con)]

My Lords, I thank the noble Baroness, Lady Coussins, and all noble Lords who have chosen to make valuable contributions on this subject. The recruitment and retention of modern language teachers, indeed of teachers in all subjects, is incredibly important. In an education setting, consistency and reliability are paramount and, alongside excellence, that must be the north star. Learning a foreign language can be one of the most rewarding skills that students will achieve during their tenure at school and university. Taking on board Spanish, for example, introduces them not just to Spain but to the majority of countries in South America, such as Peru, Colombia, Argentina and Chile. They can experience some of the finest gastronomy in the world. They can dive into the history of the Inca empire. In short, learning a foreign language can be the gateway to myriad new experiences and cultural discovery to which there is only an upside.

This is not where the benefits end. Taking Peru specifically, many young people left the country for Europe during the political unrest of the late 1980s. They came to live in Europe, they learned the language, but, more importantly, they took on the culture. Many of those individuals have over the years returned to that country, and the country itself has hugely benefited from that net return. It is a melting pot of the best cultural experiences brought back home, and the UK has the ability to replicate that success.

In many situations, learning a foreign language not only deepens students’ comprehension of grammar and linguistics in both the foreign language and English but, crucially, expands their future opportunities. As highlighted by my noble friend Lady Shephard, a former Secretary of State for Education, the noble Baroness, Lady Lane-Fox, and the noble Lords, Lord Mohammed and Lord Mountevans, the ability to be fluent in a foreign language is attractive to employers. UK companies operating overseas should of course be offering opportunities to local staff—that goes without saying—but it will always be of interest to them if they can have colleagues from head office helping to run the business on the ground, speaking the language and interacting.

For those reasons, it is pivotal to ensure that pupils have access to an adequate number of well-trained teachers. His Majesty’s loyal Opposition are encouraged by the early steps that this Government have taken. Continuing to fund the National Consortium for Languages Education is a welcome move, as is the offering of bursaries for new trainee language teachers. It would appear unlikely that the Government will introduce a visa waiver for language teachers, and we do not per se have a major issue with that, but where His Majesty’s Government will not seek teachers from abroad, they must be training teachers at home. Failing to deliver on both items is simply not an option. Some 93% of the Government’s postgraduate initial teacher training target has been met, and this is of course an important start, but, as was highlighted by the noble Baronesses, Lady Coussins and Lady Blower, the target set was by far the lowest in recent years. It was a low bar to meet, and we urge the Minister to commit to scaling up this recruitment drive with some real numbers.

However, there is little use driving teacher recruitment if the demand is no longer there for the subjects in question. We are therefore concerned about the effects that the Government’s proposed reforms to the national curriculum will have on the uptake of foreign languages by pupils, and thus the supply of teachers in both schools and universities. As was mentioned by my noble friend Lady Shephard, the English baccalaureate will cease to exist from 2027. Pupils will no longer have a structural incentive to study a foreign language at GCSE. The GCSE is the principal gateway into the continued study of a subject. If the incentive to study languages at 16 is removed, it risks reducing the number of pupils entering the pipeline at this critical stage.

Before the Conservative Government implemented the EBacc in 2010, foreign languages as a percentage of all GCSE entries had seen a decrease of more than 60% under the previous Administration. From 2010 to 2024, we succeeded in reversing that trend. Languages have since consistently accounted for around 7% of entries. The EBacc system is proven to have worked, and the removal of that tried and tested system will undoubtedly see a return to the previous decline. Then, without the EBacc, the Government will reform Progress 8 to offer breadth at the expense of depth, despite the curriculum and assessment review recommending that its structure remain unchanged. Foreign languages will have to compete with an increased number of subjects, many of which may be perceived as less challenging, enabling students to perhaps take the easier option and further lowering uptake.

The Government have repeatedly said they are investing in 6,500 new teachers, despite the decrease in the number of primary school teachers since the Government came into power. As the noble Baroness, Lady Blower, put it so well on 17 December, there is at least a problem, if not a crisis, in teacher recruitment and retention. Critically, attempting to expand teacher supply while at the same time undermining subject demand will surely lead to a sub-optimal outcome. Even without the Government’s forthcoming reforms, language learning beyond GCSE level is already falling. Foreign language uptake as a proportion of A-level entries has been lowered for the past 30 years and is now less than half of GCSE entries. The number of students accepted on to French, German, Scandinavian and Iberian studies courses has fallen by 35% in the past five years.

As was mentioned by the noble Baroness, Lady Coussins, 17 universities have now closed their modern language courses. The Government’s reforms risk accelerating this decline in foreign languages. If you lower the demand for subjects, you automatically lower the demand for teachers, which goes directly against the Government’s manifesto pledge to fire up recruitment. We ask for a focus on language pupil retention post GCSE, not lowering entries in the first place. If the Government believe that this strategy is correct, it would be safe to assume they have modelled the impact of the absence of EBacc on foreign languages uptake. So will the Minister share that modelling with your Lordships’ House? Post GCSE, how will the Government plan to both incentivise pupils to continue learning languages and to direct teachers into both higher and further education?

I conclude with something that has not been raised yet: a quote from the director of HEPI, who said that the 2004 decision that languages would no longer be compulsory for 14 to 16 year-olds was

“probably the worst educational policy of this century”.

So will the Minister commit to at least considering a reversal of that policy decision? Ensuring that there is a steady uptake of foreign languages and a suitable number of teachers requires a holistic effort throughout the schooling system.

If we fail to encourage children to learn a language at GCSE, there is little use in investing in language at later stages. If pupils do not carry languages past GCSE, we are laying brilliant foundations but not building on them.