New HEPI report shows a catastrophic decline in formal language learning
|
More A-Levels in PE than in French, German & Classical
Languages combined. Language teacher recruitment is at just 43% of
the official target. Undergraduate enrolments in 'Language &
Area Studies' down 20% in 5 years. A new report from the Higher
Education Policy Institute, A Languages Crisis: Arresting decline
by Megan Bowler (HEPI Report 192), sponsored by Duolingo, shows a
big drop in formal language learning. The report starts
with...Request free trial
A new report from the Higher Education Policy Institute, A Languages Crisis: Arresting decline by Megan Bowler (HEPI Report 192), sponsored by Duolingo, shows a big drop in formal language learning. The report starts with the current state of language learning in UK's schools and universities:
The paper includes a Foreword by the Rt Hon. Nick Gibb, the former Minister for Schools, and ends with 10 clear recommendations for reversing the decline:
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.' In his Foreword to the new report, the Rt Hon. Nick Gibb says: ‘I hope Megan Bowler's excellent report will inspire schools and pupils to take the study of languages seriously and encourage more schools to insist the majority of their pupils study a language through to GCSE. ‘In an increasingly competitive world economy, we owe it to the next generation to ensure they are as prepared as their contemporaries overseas to compete in this environment. England is now fourth in the world in the reading ability of our 9 and 10-year-olds (PIRLS) and eleventh in the world in Maths (PISA). We need to make the same progress in our ability to speak and write in the languages of the world around us.' Nick Hillman, Director of HEPI, said: ‘Back in 2020 in the depth of the pandemic, we published a report highlighting that there had been a terrible decline in formal language learning in the UK. Depressingly, the problems have become worse in every year since. ‘There is a once-in-a-lifetime opportunity to set a new course. I remain hopeful that the Curriculum and Assessment Review will propose sensible ideas for rejuvenating the learning of all languages, from ancient and modern languages to heritage languages and British Sign Language. Our new report includes lots of constructive ideas for people to engage with. ‘Some of the current problems stem from the poor decision in the 2000s to stop languages being compulsory for pupils after the age of 14. Ministers could reverse such decisions, but first they need to tackle the shortage of teachers.' Notes for Editors
|