Lesser-taught languages

Jonathan Ashworth Excerpts

Tuesday 24th March 2015 Commons Chamber

[Nick de Bois]

The hon. Lady makes an excellent point. Her work on the all-party group on modern languages champions the arguments for why we should engage with diasporas and capitalise on their contribution and their links, through the second and third generations, as well as making the teaching of these languages widely available. We could then turn around the reputation of Britain as a country that is not necessarily interested in other languages to one that champions such skills, so that we can return to and explore our roots as a trading nation. She makes the point about the advantages of the diaspora very well.

After five years in this place, I recognise that sometimes people are cynical about taking the word of an MP, so, shocking as that might be, I shall turn to some evidence that I hope the exam bodies will take on board. In 2013, the British Chambers of Commerce surveyed 4,768 companies, of which 70% responded that their access to greater exports was diminished by a lack of language skills. It is obvious, but it is good to have the evidence. UK Trade & Investment’s 2013 report, “The Costs to the UK of Language Deficiencies as a Barrier to UK Engagement in Exporting”, showed a staggering loss to British business of £48 billion in exports through poor language skills. I do not need a long education in mathematics to work out that this would be an astonishing return on our investment, if we could capture that £48 billion by continuing our investment in modern languages, including many of the lesser modern languages.

In case we need more convincing, I refer the House to the latest report from Professor James Foreman-Peck, of Cardiff business school, which, in 2015, showed convincingly that small and medium-sized enterprise exporters with strong language skills achieved far higher export-to-turnover ratios. That is the holy grail if we are to continue to drive our export business. It is simple. We require exam bodies to invest in the future by keeping and growing modern language courses, not cutting them back. On the point I think the hon. Member for Llanelli (Nia Griffith) was making, should we not be responding to the alleged concern about entry numbers for GCSE and A-levels, as in the case of Turkish, modern Greek, Polish and Bengali, with an attempt to reach more students by marketing the unique benefits of these courses? There is a vast audience out there waiting to take up the challenge.

[Jonathan Ashworth (Leicester South) (Lab)]

I congratulate the hon. Gentleman on securing this debate, the title of which is “Lesser-taught Languages”. In Leicester, these languages are not lesser taught—Gujarati, Punjabi, Bengali and Arabic qualifications are sat by hundreds of students every year. He has hit the nail on the head. If we want to expand trade, rather than getting rid of these qualifications, we should be encouraging schools to offer them, in addition to the madrassahs, temples and community organisations that currently offer them in Leicester.

[Nick de Bois]

Indeed. With the best of efforts, many of these supplementary educational skills—the hon. Gentleman rightly talks highly of those in his constituency—are not going to deliver the modern language skills we need at A-level and GCSE level to take pupils on to other qualifications. They are complementary. I will talk shortly about what is being done in the community, but on his point about “lesser-taught languages”, it was the term I inherited and felt worthy enough to draw to the attention of the Speaker’s Office. However, he makes very well the point that many people on Twitter have made to me. We still think of them as lesser languages, but in fact they are the languages of the future, economically, culturally and diplomatically.