[holding answer 10 December 2012]: We believe that an early start to language teaching will inspire pupils with a love of languages, improve their literacy and cognitive skills and benefit their education in secondary school. We have therefore confirmed, subject to parliamentary approval, our decision that teaching a foreign language at key stage 2 will be a statutory requirement in all maintained schools from September 2014.

The Department has undertaken three sample audits. On each occasion a random sample of 30 interpreters has their qualifications and vetting documentation physically checked, in accordance with the tier to which the interpreter is currently assigned. This is in addition to the spot checking of management information. There will be a further sample audit in December.

The number of interpreters available in each tier is set out as follows, as at 29 October 2012. This was confirmed by Capita during its evidence to the Public Accounts Committee:

Tier 3 interpreters constitute 11.7% of the total. It should also be noted that the final decision on the use of a Tier 3 interpreter is for the judge hearing the particular case where it is being considered. Currently tier 3 interpreters are used in approximately 2% of cases.

The Ministry of Justice carries out due diligence on all commercial bodies with which it contracts. We have noted the NAO’s comments and we will look to learn from them in future exercises of this nature.

We are encouraging the study of foreign languages in a number of ways. We have made a modern or ancient language part of the English baccalaureate. A survey to assess the effects of the English baccalaureate on secondary schools in England, undertaken this summer for the Department, showed that an estimated 54% of pupils entering GCSEs in 2014 in the schools surveyed are expected to take a language. This shows that entry rates have gone up by eleven percentage points compared with 2010 before the EBacc indicator was introduced. We believe that an early start to language learning will benefit pupils' education in secondary school and have confirmed, subject to parliamentary approval, our decision that a foreign language will be statutory at Key Stage 2 from 2014 as part of the new national curriculum.

We are very keen to improve foreign language skills, not least in Brazil. I was there on a visit with my right hon. Friend the Prime Minister a few months ago, and one of the things we discussed was getting more people to learn English in Brazil. We have had some extremely successful visits to Brazil by the sports Minister and others in the run-up to the Rio Olympics. As my hon. Friend says, our bilateral relations with Brazil are extremely good, and we hope that we can look forward to a period of increased trade.

There are substantial opportunities for trade with Brazil as it prepares for the Olympics and World cup. Being able to speak Portuguese is a big advantage in doing business in Brazil, so will my right hon. Friend outline what progress is being made in improving foreign language skills for the purpose of boosting trade?

The Department plans to strengthen the law on language checks for overseas doctors working in the United Kingdom. Responsible officers in England will have an explicit duty to ensure that any doctor appointed to a health care post has the necessary clinical competence and language skills for the job

Options are also currently being explored for an amendment to the Medical Act to provide the General Medical Council with more explicit powers to take action where concerns arise about the communication skills of doctors.

We are encouraging the study of modern foreign languages, including Spanish, in a number of ways. We have made a modern or ancient language part of the English Baccalaureate. We also believe that an early start to language learning will benefit pupils' education in secondary school and have proposed that a foreign language be statutory at Key Stage 2 from 2014 as part of the new national curriculum. DFE-commissioned research published in 2009 showed that 25% of primary schools were teaching Spanish and the language continues to be very popular at this level.

While the Department cannot provide figures on those studying GCSE Spanish, the Statistical First Release “GCSE and Equivalent Results (Provisional) and National Curriculum Teacher Assessments at Key Stage 3 in England, 2011/12” provides information on the number of pupils at the end of Key Stage 4 attempting GCSEs in a range of subjects. This publication is available from the Department's website here:

http://www.education.gov.uk/researchandstatistics/statistics/recentreleases/a00214981/gcse-national-curriculum-teacher-assessment-ks3-england

Table 7 shows that the number of pupils at the end of Key Stage 4 in the 2011/12 academic year who attempted GCSE Spanish was 63,400. This includes attempts by these pupils in previous academic years.

We are encouraging the study of modern foreign languages, including Spanish, in a number of ways. We have made a modern or ancient language part of the English Baccalaureate. We also believe that an early start to language learning will benefit pupils' education in secondary school and have proposed that a foreign language be statutory at Key Stage 2 from 2014 as part of the new national curriculum. DFE-commissioned research published in 2009 showed that 25% of primary schools were teaching Spanish and the language continues to be very popular at this level.

While the Department cannot provide figures on those studying GCSE Spanish, the Statistical First Release “GCSE and Equivalent Results (Provisional) and National Curriculum Teacher Assessments at Key Stage 3 in England, 2011/12” provides information on the number of pupils at the end of Key Stage 4 attempting GCSEs in a range of subjects. This publication is available from the Department's website here:

http://www.education.gov.uk/researchandstatistics/statistics/recentreleases/a00214981/gcse-national-curriculum-teacher-assessment-ks3-england

Table 7 shows that the number of pupils at the end of Key Stage 4 in the 2011/12 academic year who attempted GCSE Spanish was 63,400. This includes attempts by these pupils in previous academic years.

[holding answer 1 November 2012]: The information requested for each of the last five years is included in the following table. To provide this information for earlier years would incur a disproportionate cost. There are no entries for GCE A-level Hindi over this time period. We are not able to identify GCE A-level Mandarin and Cantonese therefore GCE A-level Chinese has been given.

As part of my role, I consider all Bills passed by the Welsh Assembly, the Northern Ireland Assembly and the Scottish Parliament and I have the power to refer the question of whether any Bill is within legislative competence to the Supreme Court.

The Attorney-General's Office does not separately record the cost of work undertaken on each specific Bill and therefore I cannot provide reliable data without incurring disproportionate cost.

The Department does not collect information on the individual language subjects taught by all serving teachers. In November 2011, there were 3,300 teachers in service teaching modern foreign languages other than French, German and Spanish. This is the same as in November 2010.

In November 2011, 34% of those teachers teaching ‘other modern foreign languages' held a post A-level qualification in a relevant subject. This is a small increase of one percentage point compared with the previous year (33%).

We have proposed the introduction of a language as a statutory subject at Key Stage 2 from 2014. We are also encouraging greater take up of languages at Key Stage 4 by the inclusion of a modern or ancient language in the English Baccalaureate.

We are ensuring the continued supply of high quality graduates to teacher training by offering bursaries of up to £20,000 in modern languages.

[holding answer 31 October 2012]: Information on those state funded primary and secondary schools with more than 50% of pupils whose first language is known or believed to be other than English has been placed in the House Libraries.

The latest information on first language has been published as part of the 'Schools, Pupils and their Characteristics, January 2012' Statistical First Release at

http://www.education.gov.uk/rsgateway/DB/SFR/s001071/index.shtml/

The following table shows the number of enrolments in Chinese Studies first degree courses in UK Higher Education Institutions (HEIs) from 2002/03 to 2010/11. Subjects are not coded to the level of detail of Mandarin. Figures on enrolments in Chinese Studies in 2001/02 are not available on a comparable basis with later years.

The UK Government have competence for English skills policy; the policy is a matter for the devolved Administrations in the other countries of the UK.

The Government’s reforms are creating a dynamic and flexible skills system that responds to the changing needs of businesses and individuals with high-quality provision that improves competitiveness. We are developing a demand-led model that is led not by Government, but by employers and individuals themselves, arming them with the support, funding and information to shape provision for the benefit of their businesses and to enrich their lives. Businesses are in the best position to understand what skills are needed in their organisation, including language skills; the skills system supports business to gain those skills. In addition, the Employer Ownership pilot is giving employers direct control of skills funding and puts skills solutions into their hands.

UK Trade and Investment provides a subsidised service, available to small and medium enterprises, which helps them to overcome language and cultural

barriers in overseas markets. The service encourages companies to translate and localise both their marketing materials and their websites to meet the requirements of their overseas clients. Companies are signposted to organisations that can provide them with assistance selecting providers for translation and language skills.

We continue to assist the Burmese government and ethnic groups in efforts to turn the numerous initial ceasefire agreements into lasting political settlements. We are also exploring ways in which the UK can support Burma's educational structures.

Officials from our embassy in Rangoon have also raised the issue of including ethnic minority languages in the national curriculum with Burmese Ministers.

[holding answer 17 September 2012]: For the first two years of the current spending review period the Department has allocated a total of £5,289,144 to Peterborough City Council to support the local authority to provide additional pupil places. This funding is released as a capital grant, which is not ringfenced and it is for the local authority to determine how it is to be used.

[holding answer 5 September 2012]: The information available is set out in the following table:

The number of students taught each year covers a wide range of linguistic ability. Higher level training (for professional and expert qualifications) enables trusted translation. Lower level training enables linguists to undertake basic military business in limited scenarios where accuracy is not as critical.