Schools and Universities: Language Learning

Lord Mohammed of Tinsley Excerpts

Thursday 8th January 2026 Lords Chamber

[Lord Mohammed of Tinsley (LD)]

My Lords, I am grateful to all noble Lords who have contributed to this timely and thoughtful debate. I add my thanks in particular to the noble Baroness, Lady Coussins, for securing it. Across the House, there has been striking consensus on two points: first, that the decline in modern foreign language learning in our schools and universities is deeply worrying; and, secondly, that the shortage of qualified language teachers is a central and urgent cause of that decline.

Language learning is not a luxury add-on to the curriculum. It is fundamental to our economic competitiveness, cultural understanding, diplomatic reach and national security. In an increasingly competitive global economy, linguistic capability is a core economic asset. Research commissioned by the former Department for Business, and subsequently cited by the British Academy and others, has estimated that the UK’s language skills deficit costs the economy around 3.5% of GDP, as we were told by the noble Baroness, Lady Coussins, in opening the debate. That equates to around £40 billion in lost trade annually, reduced export performance and missed investment opportunities, driven in part by an overreliance on English and a shortage of people able to operate confidently in other languages.

Many British companies that export have demonstrated more productivity and resilience than those that do not, yet surveys of small and medium-sized enterprises consistently show that language barriers are among the most common obstacles to exporting. Businesses report losing contracts, failing to enter new markets and relying on costly intermediaries because of a lack of staff with the necessary language skills. This is particularly damaging for SMEs, which form the backbone of our economy but often lack the resources to compensate for that language gap.

There is strong evidence that language skills enhance individual and national productivity. Graduates with foreign language skills enjoy a measurable wage premium during their working lives, often estimated at between 5% and 10%. This reflects their higher employability, access to roles and a range of life skills, as my noble friend Lady Smith said in talking about lifelong learning. When multiplied across the workforce, these individual gains translate into significant national economic benefits.

The United Kingdom now seeks to deepen and diversify its trading relationships with our European neighbours post Brexit. I want to comment on the “French weekends” mentioned by the noble Baroness, Lady Shephard. A close friend of mine, Antoine, who works for the French Government on the Erasmus programme, is watching this debate keenly, because he is keen to expand connections between France and the United Kingdom, particularly around the French language. I was particularly moved by that.

The Government’s own trade ambitions depend on people who can negotiate contracts, understand regulatory systems, build long-term relationships and operate with cultural fluency. Language skills are not a “nice to have” in this context; they are our economic infrastructure. Yet uptake at GCSE and A-level, as we have heard from many noble Lords, remains stubbornly low, university language departments continue to close, and schools, particularly in disadvantaged areas, are increasingly unable to offer a broad and sustained language curriculum. This threatens to create a two-tier system in which language skills and the economic advantages that flow from them are concentrated among the most privileged, while the wider economy suffers from a shrinking skills base.

We cannot reverse these trends without addressing the supply of teachers. As several noble Lords have made clear, domestic recruitment alone is not currently meeting this need. The pipeline is weak, retention is fragile and workload pressures are driving skilled teachers out of the profession. Against that backdrop, it is simply self-defeating to erect additional barriers to recruiting qualified modern foreign language teachers from overseas, particularly when the economic cost of inaction is measured in tens of billions of pounds each year. That is why the question of visas and migration policy is so important.

Language teachers are, by definition, internationally mobile professionals. Many are native speakers, and bring with them a cultural knowledge and linguistic authenticity that directly improves teaching quality and student outcomes. In economic terms they represent not a cost but a long-term investment in the skills base on which future growth depends. Yet the current system remains slow, expensive and, in many cases, actively discouraging. That is why on these Benches we believe that there is a strong case for targeted visa waivers or streamlined routes specifically for modern foreign language teachers, and I welcome the comments of the noble Baroness, Lady Blower, and the noble Lord, Lord Hampton. These roles should be treated as shortage occupations not just in name but in practice. Schools should not be deterred from appointing excellent candidates because of prohibitive fees, bureaucratic delays or uncertainty over status, especially when the economic returns of stronger language capability are so well evidenced.

But visas alone will not be enough. Sustainability must be the watchword. Overseas teachers need proper induction, professional support, and a clear route to settlement if they are to stay and build long-term careers here. We must ensure that their qualifications are recognised swiftly and fairly and that schools are supported in navigating the process. At the same time, we cannot lose sight of the broader ecosystem. Teacher supply is inseparable from student demand. Pupils are less likely to study languages if provision is patchy, courses are withdrawn midway or teaching is delivered by non-specialists. Universities, in turn, cannot sustain language departments if school uptake continues to fall. This is a vicious circle, as we have heard from many noble Lords, and one that the UK can ill afford economically.

I was particularly struck by contributions highlighting the impact on less commonly taught languages. They are often first to disappear when staffing becomes difficult, yet these are precisely the languages in which the United Kingdom most needs capacity. Languages such as Arabic, Mandarin, Japanese, Russian, Portuguese, Polish, Turkish, Urdu and Persian are spoken in regions accounting for a substantial and growing share of global GDP. Further, when it comes to the issue of security—I see that the noble Lords, Lord West and Lord Robertson, are here—having individuals who can speak Arabic, Mandarin, Russian and Persian will be crucial in years to come. Weak provision in these languages undermines our ability to trade, attract investment and operate effectively in strategically important markets.

This is not simply an education issue, nor is it simply a migration issue; it is an economic and security strategy issue. Will the Government commit to working across departments to develop a coherent approach, one that recognises the proven economic and security value of language skills, values international expertise and places long-term sustainability at its heart? From these Benches, we stand ready to support pragmatic, evidence-based measures to rebuild language learning in this country. That includes fairer visa routes, better support for overseas teachers, stronger incentives for domestic trainees, and a renewed commitment to languages as a core part of a broad and balanced education.

If we fail to act, we risk presiding over a slow erosion of one of the UK’s greatest strengths: our ability to engage confidently, respectfully and effectively in the wider world. That would be a loss to not just our education system but our economy, our global standing and our society as a whole. I hope that the Government will listen carefully to the strength of feeling expressed across this House and respond with the urgency and ambition that the situation so clearly demands.