A new report from the Higher Education Policy Institute shows a big drop in formal language learning.
Only 2.97% of A-Levels taken in 2024 were for Modern Foreign Languages, Classical Subjects, Welsh (Second Language) and Irish.
There are now more A-Level entries for Physical Education than for French, German and Classical Languages combined.
The percentage of Year 11 pupils studying a language for GCSE is 20 percentage points lower in poorer areas than affluent ones (69% versus 46-47%) while language teacher recruitment consistently falls well below government targets – in 2024, just 43% of the target was reached.
Declines in the uptake of degree programmes in languages have continued across all modern language groups each year since 2020 (when a previous HEPI report on the issue was published).
Since 2014, 17 post-1992 universities have lost their modern languages degrees, bringing the total closures to 28 and leaving modern languages in just 10.
Megan Bowler, the author of the report and a DPhil student in Classics at the University of Oxford, said:
‘Language learning is facing new challenges. There is a common misconception that Google Translate and now AI tools are making language capabilities redundant. On the contrary, the skills and intellectual values that a “linguistic mindset” can instil are even more important in this age of rapid technological change. Close and critical analysis, oracy, cultural adaptability, creative problem-solving, precision and clarity of expression are exactly what ChatGPT struggles to replace.
‘In the UK, Languages disciplines are facing a vicious cycle. For the majority of schools, problems with teacher recruitment are leading to even lower rates of participation in language learning. Low uptake in higher education is leading to cuts in university language provision and degree programmes. The shortage of language skills is holding employers back and the teacher recruitment crisis continues worsening. Intervention and investment are needed to prevent a critical skills deficit.’
In his Introduction to the report, Michael Lynas, UK Country Director at Duolingo, writes:
‘This report, five years on from HEPI’s landmark Languages Crisis, comes at a critical moment. At a time when technology is reshaping how we learn, when support for formal language learning is under pressure, and when national cohesion and global connection matter more than ever, we need to rethink the role that languages play in our society.
‘Too often, the conversation about language learning in the UK is framed negatively: that we’re no good at it, that young people aren’t interested, that English is enough. The evidence says otherwise. Duolingo data show that the UK ranks second globally for the proportion of learners studying more than one language. And it’s under-22s who are leading the charge, choosing Japanese, Korean and Chinese in increasing numbers.
‘What we’re missing is not interest, but good pathways. We need a national approach that joins the dots between early enthusiasm and formal opportunity; between self-directed learning and academic recognition; between the languages we speak at home, and the languages we’re supported to learn at school.’
