The government is being urged to restore relocation payments for teachers from overseas to halt a steep decline in pupils learning languages.
Schools are currently “under-equipped” to support languages, according to a report published today, which criticises a decision under the previous government to scrap relocation payments.
The payments were offered in a from September 2023 to May 2025, providing eligible non-UK languages and physics teachers with funding worth £10,000.
Reinstating them is one of the recommendations in today’s report by the Higher Education Policy Institute (HEPI) titled A Languages Crisis: arresting decline.
Relocation payments for languages teachers
Bursaries worth £26,000 are available for domestic postgraduate teacher trainees for ancient and modern languages due to these subjects’ status as “shortage subjects”.
Nevertheless, the recruitment of languages teachers has consistently lagged government targets, with the shortfall standing at 57 per cent in 2024.
And 64 per cent of state schools and 46 per cent of independent schools in England reported that difficulty in recruiting and retaining languages teachers was a crucial factor driving low language provision, according to the British Council’s 2024 .
In its new report, think tank HEPI warns of a “catastrophic decline in formal language learning”, pointing to “remarkably low” uptake of languages at A level, which it blames on “the UK’s unusually narrow post-16 curriculum, and the emphasis on Stem [science, technology, engineering and maths] subjects”.
Other recommendations in the report include continuing to make a GCSE in a language a requirement rather than an option for the English Baccalaureate, along with “additional opportunities at key stage 4 for gaining qualifications, such as a streamlined vocational qualification focused on practical language knowledge and intercultural skills”.
The report, sponsored by the language learning app Duolingo, says that only 2.97 per cent of A levels taken in 2024 were for modern foreign languages, Classical subjects, Welsh (second language) and Irish, with more entries for PE than for French, German and Classical languages combined.
The ‘affluence divide’ at GCSE
While GCSE entries for languages have been “more stable” since 2020, they declined as a proportion of all exam entries between 2020 and 2024.
HEPI also highlights the affluence divide in studying languages, with the percentage of Year 11 students taking a language at GCSE 20 percentage points lower in poorer areas (about 47 per cent) compared with affluent ones (69 per cent).
Nick Hillman, director of HEPI, said: “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.”
He added: “I remain hopeful that the curriculum and assessment review will propose sensible ideas for rejuvenating the learning of all languages.”
Schools ‘must insist pupils study a language’
In a foreword to the report, former schools minister Sir Nick Gibb writes that he hopes it 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”.
He adds: “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.”
Responding to report, Julie McCulloch, senior director of strategy and policy at the Association of School and College Leaders, said that it was “essential” to improve funding to tackle the teacher recruitment and retention crisis.
“It is clear that much more needs to be done to support schools and colleges in this endeavour… Taking action to boost teacher recruitment and providing targeted government funding to reduce regional cold spots will be particularly helpful,” she said.
A Department for Education spokesperson said:
“Learning a language empowers young people to engage with the world, think critically and understand new perspectives, and we want all children to have this opportunity regardless of their background or postcode.
“As part of our Plan for Change, our independent, expert-led curriculum and assessment review will deliver a cutting-edge school experience that ensures children have a rich and diverse set of skills.”
You can now get the UK’s most-trusted source of education news in a mobile app. Get Tes magazine on and on
