The 2024 GCSE results have presented a mixed picture for language education in the UK. While there has been a noticeable increase in the number of students choosing to study languages, the overall state of language learning remains a matter of concern. French and Spanish continue to lead as the most popular language choices, with entries rising by 2.9% and 6.2% respectively compared to the previous year. German, a language that has seen consistent decline in recent years, has also experienced a modest recovery, with a 3.5% increase in entries. However, despite these positive signs, the broader trend for language learning in the UK continues to raise alarms.
This increase in language GCSE entries comes amidst a general rise in the total number of GCSEs taken, which has grown by 4.8% this year. While the uptick in language entries is encouraging, it does not match the overall increase in the student population sitting their GCSEs, suggesting that languages are still not recovering at the rate needed to reverse long-term decline.
A History of Decline and Its Consequences
The downward trajectory of language learning in UK schools can be traced back to 2004 when languages were no longer made compulsory at Key Stage 4. Before this policy change, over 550,000 students would take a language GCSE each year. By 2024, this number has dwindled to just over 370,000. German, in particular, has been severely affected, with GCSE entries dropping from 125,663 in 2003 to just 35,913 this year.
In contrast, subjects such as mathematics and combined sciences remain dominant, with 878,000 and 980,886 entries respectively in 2024. This stark disparity underscores the growing marginalisation of language studies in the UK education system and raises important questions about the implications for the nation’s future linguistic capabilities.
Grading Reforms: A Positive Development?
In an effort to address the perceived difficulty of language GCSEs, the UK’s exams regulator, Ofqual, has implemented a review of grading standards. Historically, languages have been viewed as more challenging than other subjects, leading students and their parents to see them as high-risk options with potentially lower rewards. This perception has likely contributed to the steady decline in language uptake over the years.
To combat this, Ofqual has made adjustments to the grading of GCSE French and German to bring them in line with Spanish, which has generally seen a higher proportion of top grades. The results of these changes are already evident: the percentage of students achieving grades 7 and above has risen from 26.6% to 28.4% in French and from 28.2% to 32.5% in German.
While these reforms are undoubtedly a step in the right direction, it remains to be seen whether they will lead to a sustained increase in the number of students opting to study languages. The deep-seated issues affecting language learning in the UK education system are unlikely to be resolved by grading adjustments alone.
Broader Challenges Facing Language Education
The challenges faced by language education at GCSE level are part of a wider, more troubling trend in the UK. Language learning has been in decline for several years, and this is also reflected at A-level and university levels. As fewer students pursue languages at GCSE, the number who continue their studies into A-levels and degrees is correspondingly reduced, which has led to a shrinking pool of qualified language teachers.
The introduction of the English Baccalaureate (EBacc) in 2010 was intended to encourage a more balanced curriculum, including the study of a language. However, despite its inclusion in this performance measure, the overall decline in language study suggests that the EBacc has not been effective in reversing the trend.
The reduction in language learning in schools has a ripple effect throughout the education system. With fewer students studying languages, universities face declining enrolment in language degree courses, which in turn reduces the number of qualified teachers entering the profession. This creates a cycle that is difficult to break and has serious implications for the future of language education in the UK.
Potential Solutions and Future Prospects
While Ofqual’s recent grading changes are a positive development, they are only one part of a much larger solution needed to revitalise language education in the UK. A more comprehensive approach, addressing curriculum design, teacher support, and student engagement, is required to make meaningful progress.
Curriculum reform could be key in making language learning more engaging and relevant to students’ lives. By incorporating languages more thoroughly into the overall educational experience, educators could help to ignite renewed interest in language studies. The government’s newly launched curriculum review offers an opportunity to address these issues and place greater emphasis on language learning.
Support for language teachers is another crucial area that requires attention. Providing better resources and professional development opportunities could help attract and retain more language teachers, enabling schools to offer a broader range of languages and improve the quality of language instruction.
Reintroducing compulsory language learning at GCSE level could also be considered as a more direct approach to addressing the decline. However, such a move would need to be carefully managed to ensure it does not alienate students further. Instead, shifting the narrative around languages to emphasise the benefits and enjoyment of learning a new language might prove more effective in inspiring students.
There are already successful initiatives that could serve as models for future efforts. The Mandarin Excellence Programme, for example, has successfully encouraged thousands of students in England to take up Chinese by providing funding and support for schools to offer language teaching and cultural experiences. In Wales, the MFL Mentoring Project has seen university students mentor secondary school pupils to support their language learning, with positive results.
Additionally, the National Consortium for Languages has introduced “language hubs” across England, bringing together clusters of schools to improve language learning at both primary and secondary levels. These hubs offer a promising example of how collaboration and targeted support can help revive interest in language education.
The 2024 GCSE results offer a glimmer of hope for the future of language learning in the UK, with increases in entries for French, Spanish, German, and other modern languages. However, these gains must be viewed within the broader context of a long-term decline in language education.
To secure a sustainable future for language learning, it will be necessary to continue developing and implementing strategies that make languages more accessible, engaging, and valued by students. The challenges are considerable, but with the right approach, it is possible to create an educational environment where language learning is not just encouraged but embraced as an essential skill for navigating an increasingly interconnected world.
