Studying a language can be extremely rewarding and exciting for children and young people. It can provide insight into other cultures and open the door to travel and employment opportunities. Whilst Artificial Intelligence (AI) can be useful in enhancing the experience of learning a language, and this should be explored further, it should not be seen as a replacement.

The department wants to capitalise on the opportunities technology like AI presents for education, as well as addressing its risks and challenges. Responses to the call for evidence on generative AI in education highlighted the potential for this technology in generating language exercises and conversational prompts, for example. Language learning was one of the use cases tested as part of the department's Generative AI Hackathon project. The report of this project is due to be published shortly. The most important thing for a high-quality education is having a human expert teacher in the classroom. The emergence of this technology does not change that.

The department does not hold data on the number of Modern Foreign Languages (MFL) secondary level teachers recruited as a result of the inclusion of MFL on the Shortage Occupation List (SOL). Primary level MFL teachers are not included on the SOL.

The government remains committed to increasing the proportion of pupils who choose to study a language up to GCSE and beyond, as well as to improving the quality of language teaching at both primary and secondary schools.

In March 2023, the department announced a new £14.9 million Language Hubs programme, including a distinct German Promotion Project. The programme will be comprised of up to 25 lead hub schools, all of which will work with partner schools to improve standards of language teaching across the country, in line with recommendations of the Teaching Schools Council’s 2016 modern foreign languages pedagogy review.

Since 2016, the department has funded the £20 million Mandarin Excellence Programme, which supports schools and teachers to deliver intensive Mandarin study to increase the quality of Mandarin lessons and to increase uptake in the subject. The programme provides professional development and teaching resources for teachers in participating schools across England.

From September 2024, teaching of the revised subject content for French, German, and Spanish GCSEs will begin. The new content is intended to encourage more students to take up these important subjects, making them more accessible to all pupils.

To ensure high standards of modern foreign language teaching, language curriculum materials and associated resources will be developed by Oak National Academy, as part of its second tranche of procurement. The first materials will be available from autumn 2024, and full curriculum packages by autumn 2025. This will ensure that high quality, optional lessons are available nationwide, benefitting both teachers and pupils.

The department does not collect information with regard to the language development of children in pre-school. However, the Early Years Foundation Stage (EYFS) statutory framework requires early years providers in England, ordinarily schools, to complete the EYFS Profile assessment at the end of the academic year in which children turn five years old, which is usually their reception year.

Each child’s level of development is assessed against 17 early learning goals (ELGs) across all 7 areas of learning in the EYFS, including communication and language. For each ELG, practitioners must assess whether a child is meeting the level of development expected at the end of the EYFS, or if they are not yet reaching this level and should be assessed as ‘emerging’.

The EYFS Profile results for the 2021/22 academic year show that 74.3% of boys were at the expected level of development in the ELGs within the communication and language area of learning, compared to 85.0% of girls. These results can be found in the attached document.

The statistics also include breakdowns by major ethnicity grouping and gender for the ELGs within the communication and language area of learning and the literacy area of learning. These statistics are available in the attached document.

To provide support for children’s early language development, particularly for those most disadvantaged, the government is investing over £28 million to provide targeted, intensive and evidence-based support to help parents chat, play and read with their young children. This investment is being delivered through the new 3 year family hubs programme which is being rolled out in 75 local authorities, with priority given to families that will benefit the most. This is supported by online resources that provide evidence-based, yet highly accessible advice and ideas for parents about literacy and early language activities for children at every stage between birth and five years old. These resources can be found at: https://www.nhs.uk/start-for-life/baby/learning-to-talk/learning-to-talk-0-to-6-months/.

Additionally, the department is providing a package of up to £180 million for workforce training, qualifications, expert guidance and targeted support for the early years sector to address the impact of the pandemic on the youngest and most disadvantaged children. As part of this, the Professional Development Programme Phase 3 (PDP3) has been made available to all local authorities in England and will train up to 10,000 early years professionals in communication and language. The department is also investing in the Nuffield Early Language Intervention (NELI), improving the language skills of reception age children who need it the most. The programme targets children needing extra support with their speech and language development and is proven to help them make around three months of additional progress. The department estimates that the programme will reach at least 90,000 children.

The department does not collect information with regard to the language development of children in pre-school. However, the Early Years Foundation Stage (EYFS) statutory framework requires early years providers in England, ordinarily schools, to complete the EYFS Profile assessment at the end of the academic year in which children turn five years old, which is usually their reception year.

Each child’s level of development is assessed against 17 early learning goals (ELGs) across all 7 areas of learning in the EYFS, including communication and language. For each ELG, practitioners must assess whether a child is meeting the level of development expected at the end of the EYFS, or if they are not yet reaching this level and should be assessed as ‘emerging’.

The EYFS Profile results for the 2021/22 academic year show that 74.3% of boys were at the expected level of development in the ELGs within the communication and language area of learning, compared to 85.0% of girls. These results can be found in the attached document.

The statistics also include breakdowns by major ethnicity grouping and gender for the ELGs within the communication and language area of learning and the literacy area of learning. These statistics are available in the attached document.

To provide support for children’s early language development, particularly for those most disadvantaged, the government is investing over £28 million to provide targeted, intensive and evidence-based support to help parents chat, play and read with their young children. This investment is being delivered through the new 3 year family hubs programme which is being rolled out in 75 local authorities, with priority given to families that will benefit the most. This is supported by online resources that provide evidence-based, yet highly accessible advice and ideas for parents about literacy and early language activities for children at every stage between birth and five years old. These resources can be found at: https://www.nhs.uk/start-for-life/baby/learning-to-talk/learning-to-talk-0-to-6-months/.

Additionally, the department is providing a package of up to £180 million for workforce training, qualifications, expert guidance and targeted support for the early years sector to address the impact of the pandemic on the youngest and most disadvantaged children. As part of this, the Professional Development Programme Phase 3 (PDP3) has been made available to all local authorities in England and will train up to 10,000 early years professionals in communication and language. The department is also investing in the Nuffield Early Language Intervention (NELI), improving the language skills of reception age children who need it the most. The programme targets children needing extra support with their speech and language development and is proven to help them make around three months of additional progress. The department estimates that the programme will reach at least 90,000 children.

My Lords, languages education is an important element in developing a democratic and socially just society. We are incredibly fortunate to have English as our lingua franca, but we also value familiarity with other languages and cultures. Highlighting the interconnectedness of languages and increasing the profile of community languages is part of our new language support offer from 2023. Revised GCSE content will make languages more accessible and improve uptake. New measures will increase the number of language teachers.

To ask His Majesty’s Government what steps they intend to take in response to the recommendations of the Council of Europe of 2 February (CM/Rec(2022)1) on the importance of promoting plurilingual and intercultural education to support democratic culture.

My Lords, I am pleased, of course, that as one of the 47 members of the Council of Europe, the UK signed up to this recommendation and I am encouraged by the positive words from the Minister. But the Government also decided to withdraw the UK’s membership of the council’s European Centre for Modern Languages. This means that our teachers no longer have access to a wide range of valuable professional development opportunities, which, at a time of MFL teacher shortage and under-recruitment, seems perverse. Will the Minister agree to reconsider UK membership of the ECML as one of the specific measures we could take to back up our in-principle support for this recommendation?

My Lords, will the Minister give us some idea of the Government’s assessment of the cost of not having sufficient people understanding other modern languages—or are the Government happy to have our heads eternally bowed to Google Translate?

My Lords, I congratulate the Prime Minister on attending in person the first meeting of the European Political Community, in Prague, which discussed security and energy. Will the Minister join me in encouraging the Prime Minister—whoever he or she may be, and from whichever party— to attend the Council of Europe summit to be held in Reykjavik in May next year?

My Lords, given that English is the most spoken language in the world and that Spanish, as a first language, is the second most spoken language, will my noble friend reassure me that priority will always be given to the teaching of Spanish?

My Lords, does the noble Baroness agree that the BBC World Service is a major promoter of democratic culture and the English language worldwide? Does she think that, at a time when courageous protesters in Iran, especially women, are seeking reform and change in that country—over 1 million of whom listen to BBC radio on the World Service—this is a good time to be cutting and removing those services for people who are so desperate to see the promotion of democracy?

My Lords, a knowledge of foreign languages opens doors, particularly for business. What encouragement, in the form of in-service training or financial help, is given to the private sector to work with government in order to ensure that we encourage UK plc to open doors through the use of language?

My Lords, focusing on the “intercultural education” aspect of this Question, can the Minister say what assessment has been made so far of the loss of value represented by the lack of reciprocity in the Turing scheme?

My Lords, does the Minister agree that the study of a foreign language provides unique opportunities to young people and to our country, given the growing isolation that has followed Brexit? Is she concerned that the lowest take-up of languages is in the poorest communities? What action will the Government take to ensure that young people in these communities receive their proper entitlement to such important educational opportunities and are not disfranchised from the international identity by recent Brexit developments?

My Lords, I remind noble Lords of my entries in the register. The Minister mentioned some facts and figures to do with the Turing scheme. Can she assure us that all students who spend a year abroad as part of their studies at university do not have to pay any extra and that their universities do not have to subsidise them in any way as a result of the change from Erasmus to the Turing scheme?

Does my noble friend agree that the reciprocal to this Question is equally applicable regarding the teaching of English to speakers of other languages? I declare an interest as the non-remunerated life president of Trinity College London.

My Lords, languages unlock so many opportunities for young people, and a weight of research suggests that they positively affect all other subjects a child is studying. In light of this, we on these Benches propose after-school clubs for every child, which schools can choose to use—and often do use—for fun, accessible language provision. Will the Government consider adopting a similar measure, especially given the raging cost of living crisis?

The department continues to welcome talented individuals to teach or train to teach in the UK, including through the Language Assistants programme. UK schools can continue to benefit from the presence of a Modern Language Assistant (MLA) by applying through the official programme managed by the British Council on behalf of the department and devolved administrations.

In the 2022/23 academic year, the department has seen a 29% increase in requests to host MLAs in the UK, from 506 to 653 MLAs supporting the teaching of languages in schools of all types across the country. The MLAs will come from 14 partner destinations worldwide.

The British Council and the department recognise the importance and impact MLAs can have in both maintained and independent schools, and therefore encourage and welcome applications from all types of educational institutions. The British Council has introduced more flexibility to make the programme more affordable and appealing to schools, which includes flexible periods of appointment and offering schools in the UK the option to apply for shorter posts of under 6 months which reduces the overall cost.

A UK-wide breakdown of the number of British Council MLAs in maintained and independent schools over the last five years is set out below:

(Data provided by British Council, correct as of 23 May 2022)