Brexit: Foreign Language Teaching and Public Service Interpreting

Lord Watson of Invergowrie Excerpts

Wednesday 23rd January 2019 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I too congratulate the noble Baroness, Lady Coussins, on initiating this debate on a subject of some urgency. For that reason, I share the dismay of the noble Lord, Lord Hannay, that so few speakers have been motivated to participate.

For the UK to succeed outwith the EU, international awareness and skills, such as the ability to connect with people globally beyond English, are more vital than ever. However, the UK is currently facing a languages deficit, as other noble Lords have said. At the end of 2017, the British Council published a report on modern foreign language teaching in our schools and universities which listed Spanish, Mandarin, French, Arabic and German as the languages the UK will need most once we depart the EU. But recent research has shown that the percentage of 18 to 34 year-olds who can hold a basic conversation in those languages is 14% in French, 8% in German, 7% in Spanish and just 2% each in Mandarin and Arabic. This comes at a time when language learning in UK schools is facing what the British Council rather kindly described as a “difficult climate”, as the noble Baroness, Lady Coussins, said.

That is despite the introduction of the English baccalaureate which was, in part, designed to promote greater take-up of French and German, but does not seem to have made any meaningful impact. In part, that is due to a lack of suitably qualified teachers of languages for schools, and cuts to school budgets mean that there are fewer teacher education opportunities, especially in the lesser-taught languages.

The decline in the number of young people studying languages is hardly likely to have been lessened by much of the Government’s rhetoric since the referendum, fostering negative impressions of people who are “not like us” and hence of their languages. Such hostility has caused foreign nationals to leave the UK while deterring others from coming here. That policy is particularly demonstrated by the Government’s senseless determination to include overseas students in the immigration figures, when in fact they make a decisive net contribution to this country.

There is already a shortage of modern foreign language teachers, yet the Government seemingly ignore the fact that currently around one-third of those in post are non-UK EU nationals. We need more of them, particularly from France, Spain and Germany, as the noble Baroness, Lady Coussins, said, to plug the gap, but the generally inhospitable atmosphere—perceived or real—since the referendum makes that much more difficult.

The effect is also serious concerning the ability of young people to prepare themselves for the fast-changing demands of the economy in the years ahead. At a time when global connections matter more than ever, it is worrying that the UK is facing a languages deficit, because that restricts access by young people to overseas work experience, which is a vital part of preparation for them to develop a career in international business.

The threat to the ability of UK students to access the Erasmus+ programme after we leave the EU is an issue that the Government claimed that they would resolve through negotiation. We know all too well how those negotiations worked out, and now the country faces hurtling over a cliff edge in only nine weeks.

Failure to reach agreement with our EU neighbours can only lead to a reduction in the demand for undergraduate language courses at UK universities. What do the Government intend to do to ensure the supply of modern language teachers in our schools and universities? Although it is not within the ministerial remit of the noble Baroness, Lady Williams, I imagine she will have had advice from DfE officials for this debate.

The Government finally published their much-delayed immigration White Paper last month, and we know that free movement of EU nationals will end on 29 March. That will leave us with a single immigration system for all nationalities, with no cap on the number of skilled migrants. But what is a skilled migrant? It is a positive step that the Government have not followed the Migration Advisory Committee’s recommendation to retain the £30,000 salary threshold. But with the matter out to consultation, it seems that a salary threshold at some level is inevitable.

A threshold of £30,000 will not help to fill many of the skills gaps in the UK economy, not least the need for essential workers such as health and social care staff. The noble Baroness, Lady Garden, has just added several other skills, particularly hospitality. Newly qualified teachers can expect to earn around £23,000 outside London and around £26,000 in inner London—so, without doubt, language teaching and interpretation can be added to the list.

Highly skilled people from around the world contribute to the UK economy and help to create the UK’s vibrant and world-leading research and innovation system. As the noble Baroness, Lady Garden, said, currently almost 50,000 academic and non-academic staff from other EU countries are employed by universities. A supply of native speaker language assistants is crucial to the quality of higher education provision in modern foreign languages—a subject that is increasingly strategically important to national needs as the UK looks to engage more closely with the rest of the world.

Of disciplines which have the largest proportion of academic staff from the EU, modern languages, with 35%, is second only to economics with 36%. This raises the crucial question of salaries and how these people will be affected by the Government’s new immigration regime when it is introduced in 2021. According to the Higher Education Statistics Agency, 42% of all staff at universities earn less than £33,000 and 38% of academic staff earning below that figure are not UK nationals.

Analysis by the University and College Employers Association estimates that around 42% of technician roles in total fell below the tier 2 experienced worker threshold salary of £30,000 in 2016-17 and that the median basic pay of a language assistant in higher education is £26,000.

These figures lay bare the extent of the damage that the Government’s new immigration rules could have unless the arbitrary £30,000 threshold is lowered significantly. A supply of native speaker language assistants is crucial to the quality of higher education provision in modern foreign languages—a subject which is important to national needs as the UK looks to engage more closely with the rest of the world. Such native speakers inevitably come from outside the UK and are often on termtime-only contracts, which makes it even more likely that their salary will fall below the threshold as currently proposed.

The translation industry will also be forced to make some major changes to its recruitment process post EU. In the past, translation companies, many of which supply the public sector, have been able to take advantage of the mobility of workers between EU states to employ highly skilled staff from these countries. Freedom of movement is of particular importance to the language sector, as many services require their translation staff to be native speakers, which means that many current translators are not UK citizens. The result will be that the British language industry will have limited access to a skilled workforce. Despite the difficulties, those that do still wish to work here may well be deterred or prevented from doing so by the bureaucracy that will accompany visa and work permit applications.

In closing, I want to put some questions to the Minister. What is the position of EU nationals who want to come to the UK between 30 March 2019 and 1 January 2021? Are teachers of modern languages to be included in occupations that would qualify as tier 2 general visa applications? Otherwise, the salaries paid to newly qualified teachers will prove an insurmountable barrier. If they would not be regarded as being in suitable tier 2 general visa occupations, what will be the process for recruiting modern language teachers?

As in so much of the fraught debate around our departure from the European Union, it is a case of so many questions, so little time. I hope that the Minister will be able to answer at least some of them—but, if not, perhaps she will write to me.