What is the future for languages in Scotland? A symposium at the University of Strathclyde on 28 February brought together key figures from Scotland’s education and business sector in an attempt to answer this question.
Languages have faced a series of challenges in recent times, as Tes has reported. The number of school students taking languages for national qualifications has been in sustained decline, leading to an increase in multi-level language classes, as the recent report highlights. There are no longer any language assistants in state schools, meaning that many learners have no contact with a young native speaker.
Fewer students taking languages
Fewer students taking languages at degree level has led to the closure of languages degrees at Edinburgh Napier and Glasgow Caledonian universities, and the withdrawal of single-honours languages at the University of Aberdeen, after threats to fully close the department were lifted. Fewer languages graduates translates into fewer languages teachers, leading to difficulties in recruitment for schools, especially outside French and Spanish.
Yet, as leading figures in international business told the conference, languages have the potential to be an engine of growth in a stubbornly flatlining economy. They pointed to Ireland, a country of a comparable size, which has successfully to boost exports and attract foreign investment.
The same could be the case for the UK, according to a report by the : it says that a relatively modest increase in uptake of 10 per cent at GCSE/National 5 French, Spanish, Arabic and Mandarin would add 0.9 per cent to UK GDP.
Paul Sheerin, CEO of Scottish Engineering, argued that “adding staff with additional language skills to a team brings multiple benefits”.
These go beyond second-language abilities, he told the symposium: “People who have learned an additional language are superior communicators with customers not speaking to them in their first language, because they understand how difficult that is and adapt how and what they say to help be understood.”
Sheerin added that “language learning is the gateway to connecting with people and understanding cultural differences, and ultimately making connection and building rapport is the path to successfully doing business together”.
His comments are relevant even in the context of generative AI. Despite the spectacular advances in technology, international business partnerships are still built on personal communication and connection. Where Scottish businesses aim to export, relying on the English skills of the buyer puts them at a strategic disadvantage. Knowing about the cultural norms of others is key to successful connections.
Indeed, technology itself is not immune to the need for intercultural skills. Speaking at the February conference, a senior software engineer at Skyscanner highlighted their importance, explaining that effective localisation goes beyond translation and requires a deep understanding of cultural nuances in text, images and video content. This ensures that digital products feel as though they were developed by local companies, creating a seamless experience for global users.
Such experience demonstrates the value of languages degrees that combine other humanities and science, technology, engineering and maths (Stem) pathways. There is growing interest in joint degrees of both languages (such as Spanish, French, Mandarin or German) and business, marketing, law or media and communication studies - demonstrating students’ increasing awareness of the practical value of applied language skills.
However, while reports from confirm this trend, there remains a gap in provision.
Joint projects, such as - an interdisciplinary project involving architecture and Spanish - from SCILT, Scotland’s centre for languages, demonstrate demand but lack long-term integration in higher education. Science and engineering students are frequently interested in combining their field with languages, yet structured opportunities remain limited.
The message from business is clear: without urgent action, UK graduates risk falling behind in an increasingly multilingual global jobs market, where language proficiency is a key competitive advantage.
How to respond? A number of themes emerged from the conference.
Confident primary teachers are key
Firstly, the (CIC) offers an opportunity to address issues around progression in a learner’s journey and ensure equitable provision across schools.
In terms of pedagogical approaches, the CIC presents new possibilities to explore integrated language learning and assessment, as well as a renewed emphasis on learners’ development of . More compelling content and classroom use of the target language would improve learner confidence and ability to communicate. This, in turn, is associated with greater levels of satisfaction and motivation, which could support the progression of more learners.
Delivering this requires confident teachers, particularly in the early years of primary learning. The report highlights a lack of confidence among primary teachers, many of whom had no language qualification, as an urgent concern.
Yet the 2024 on entry requirements to teacher education enables universities to require an language and/or science for admission to primary . Enacting this would ensure that new primary teachers all brought language experience to their classrooms.
Secondly, the value of languages needs to be embedded within the public discourses of Scottish culture and society. Without the value of languages being widely understood, learners will choose to study subjects that are seen as either more useful, such as Stem, or fun, such as the creative arts, and Scotland’s economy will continue to miss out on the benefits that language and cultural skills deliver.
Employers who already use and value these skills have an important role to play in communicating their benefits. Similarly, it is important that careers advisers encourage learners to study a language to maximise their opportunities.
Ultimately, the discussion was one of optimism and reform. By listening and responding to the changing needs of students, the business community and civil society, Scotland can secure a future where language learning remains an essential pillar of academic and professional success.
Languages in Scotland are at a crossroads. The opportunity is huge but it requires action - before it is too late.
Dr Kerry Roberts and Dr Lidia Acosta are teaching fellows in Spanish at University of Strathclyde
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