1-20 of 173 results for subject:Languages
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To ask the Secretary of State for Education, if she will set out (a) which modern foreign languages are currently available as GCSE and A level qualifications in England; (b) which European languages are not currently available as GCSE or A level qualifications; and (c) what criteria are used by...
To ask the Secretary of State for Education, if she will set out (a) which modern foreign languages are currently available as GCSE and A level qualifications in England; (b) which European languages are not currently available as GCSE or A level qualifications; and (c) what criteria are used by...
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, what assessment she has made of the impact of changes to the National Curriculum on students wishing to study languages at university.
To ask the Secretary of State for Education, what assessment she has made of the impact of changes to the National Curriculum on students wishing to study languages at university.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of the availability of qualified teachers for modern foreign languages in secondary schools.
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of the availability of qualified teachers for modern foreign languages in secondary schools.
To ask the Right hon. Member for Kenilworth and Southam, representing the Speaker's Committee on the Electoral Commission, pursuant to the Answer of 18 March 2026 to Question 118899 on Elections: Campaigns, whether the Electoral Commission has made an assessment whether an imprint in a foreign language is accessible and...
To ask the Right hon. Member for Kenilworth and Southam, representing the Speaker's Committee on the Electoral Commission, pursuant to the Answer of 18 March 2026 to Question 118899 on Elections: Campaigns, whether the Electoral Commission has made an assessment whether an imprint in a foreign language is accessible and...
The Electoral Commission has not made such an assessment.
There are no requirements in law on the language of imprints. Campaigners may wish to produce campaign material in other languages to reach voters whose first language is not English. The purpose of an imprint is to ensure that voters seeing the material, know who is responsible for it. Providing an imprint in the same language as the campaign material would be one way to ensure transparency for those voters that the material is targeting.
To ask the Secretary of State for the Home Department, what assessment she has made of the adequacy of Chinese language training, including in Hokkien and Hokchia dialects, provided to police officers investigating organised crime.
To ask the Secretary of State for the Home Department, what assessment she has made of the adequacy of Chinese language training, including in Hokkien and Hokchia dialects, provided to police officers investigating organised crime.
To ask the Secretary of State for the Home Department, if her Department will take steps to help ensure that police forces have access to an adequate number of security-vetted translators proficient in Chinese languages and dialects, including Hokkien and Hokchia, for use in organised crime investigations.
To ask the Secretary of State for the Home Department, if her Department will take steps to help ensure that police forces have access to an adequate number of security-vetted translators proficient in Chinese languages and dialects, including Hokkien and Hokchia, for use in organised crime investigations.
To ask the Secretary of State for the Home Department, whether her Department is taking steps to support the use of artificial intelligence tools by police forces to help tackle language barriers in investigations, particularly those involving less widely spoken languages and dialects.
To ask the Secretary of State for the Home Department, whether her Department is taking steps to support the use of artificial intelligence tools by police forces to help tackle language barriers in investigations, particularly those involving less widely spoken languages and dialects.
To ask the Secretary of State for Education, what consideration her Department has made of the potential merits of increasing the number of modern foreign languages offered at GCSE level.
To ask the Secretary of State for Education, what consideration her Department has made of the potential merits of increasing the number of modern foreign languages offered at GCSE level.
Decisions about which languages to offer at GCSE in England are taken by four independent awarding organisations: AQA, OCR, Pearson Edexcel and WJEC. These organisations have the freedom to create GCSEs based on subject content set by the department.
To ask the Secretary of State for Defence, with reference to the “Defence Diplomacy Strategy, Keeping Britain Safe: secure at home and strong abroad”, page 30, by when does he plan to have reviewed our defence language provision.
To ask the Secretary of State for Defence, with reference to the “Defence Diplomacy Strategy, Keeping Britain Safe: secure at home and strong abroad”, page 30, by when does he plan to have reviewed our defence language provision.
As part of the implementation of the Defence Diplomacy Strategy, the Ministry of Defence is reviewing options to strengthen language proficiency across Defence and to enhance the language training available to internationally facing personnel. This work includes assessing how the current language provision delivered through the Defence Academy could be better utilised and expanded, exploring opportunities for closer cooperation with the Foreign, Commonwealth and Development Office, and making use of new enablers, such as the Pan‑Defence Skills Framework, to identify, track and develop language proficiency across Defence.
The scoping phase for this review is currently underway, which will determine the formal completion date. Defence is progressing this work alongside wider efforts to invest in our people, processes and technology to implement the direction of the Defence Diplomacy Strategy.
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, how many civil servants in her Department took part in a language course in each of the last three years; and in what languages.
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, how many civil servants in her Department took part in a language course in each of the last three years; and in what languages.
In responding to the Hon Member's eleven detailed questions about the Foreign, Commonwealth and Development Office's relative focus on its public sector equality duty obligations compared to certain key foreign policy priorities, I refer him to the answer of 13 November 2025 to Question 88798, and inform him that - by comparison - the Department currently has more than 400 staff in the UK and overseas working on various aspects of the Iran crisis, the conflict in Ukraine, and our policies in respect of Russia and China.
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, how many language sessions were offered to civil servants in her Department in each of the last three years; and in what languages.
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, how many language sessions were offered to civil servants in her Department in each of the last three years; and in what languages.
In responding to the Hon Member's eleven detailed questions about the Foreign, Commonwealth and Development Office's relative focus on its public sector equality duty obligations compared to certain key foreign policy priorities, I refer him to the answer of 13 November 2025 to Question 88798, and inform him that - by comparison - the Department currently has more than 400 staff in the UK and overseas working on various aspects of the Iran crisis, the conflict in Ukraine, and our policies in respect of Russia and China.
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, how many civil servants in her Department held a language qualification in each of the last three years; and in what languages.
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, how many civil servants in her Department held a language qualification in each of the last three years; and in what languages.
In responding to the Hon Member's eleven detailed questions about the Foreign, Commonwealth and Development Office's relative focus on its public sector equality duty obligations compared to certain key foreign policy priorities, I refer him to the answer of 13 November 2025 to Question 88798, and inform him that - by comparison - the Department currently has more than 400 staff in the UK and overseas working on various aspects of the Iran crisis, the conflict in Ukraine, and our policies in respect of Russia and China.
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, pursuant to the answer of 18 March 2026 to Question 119608 on Ministers: Languages, if she will list: (a) the name of the Minister who received coaching in a foreign language, (b) the language that was coached (c)...
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, pursuant to the answer of 18 March 2026 to Question 119608 on Ministers: Languages, if she will list: (a) the name of the Minister who received coaching in a foreign language, (b) the language that was coached (c)...
Baroness Chapman received basic language training in Spanish, to assist with her ministerial engagements in Latin America.
New clause 16 negatived on division (2 to 10). New clause 17 negatived on division (2 to 10). New clause 19 negatived on division (2 to 12). New clause 22 debated and withdrawn. New clause 24 negatived on division (4 to 10). New clause 26 debated and withdrawn. New clause 30, discussed with new clauses 54, 58 and 65, debated and withdrawn. New clause 31, discussed with new clauses 34 and 35, debated and withdrawn. New clause 33 negatived on division (2 to 12). New clause 36 negatived on division (2 to 10). New clause 37 negatived on division (2 to 13). New clause 41 negatived on division (2 to 10). New clause 42 negatived on division (4 to 11). New clause 43 negatived on division (5 to 10). New clause 44 negatived on division (3 to 12). New clause 45 negatived on division (3 to 10). New clause 46 negatived on division (3 to 12). New clause 47 negatived on division (3 to 10). New clause 48 negatived on division (3 to 12). New clause 49 negatived. New clause 50 negatived on division (3 to 12). New clause 51 negatived on division (3 to 10). New clause 53 negatived on division (3 to 12). New clause 54 negatived on division (3 to 12). New clause 59, discussed with new clauses 61, 62, 63 and 64, debated and withdrawn. New clause 66 debated and withdrawn. Clauses 75 to 79 agreed to. Amendment 33 to clause 80 negatived on division (2 to 13). Clauses 80 and 81 agreed to. Title amended. Bill, as amended, to be reported (Bill 418). Written evidence reported to the House.
New clause 16 negatived on division (2 to 10). New clause 17 negatived on division (2 to 10). New clause 19 negatived on division (2 to 12). New clause 22 debated and withdrawn. New clause 24 negatived on division (4 to 10). New clause 26 debated and withdrawn. New clause...
To ask the Secretary of State for Education, if she will hold discussions with exam boards on offering GCSEs in Tamil.
To ask the Secretary of State for Education, if she will hold discussions with exam boards on offering GCSEs in Tamil.
Decisions about which languages to offer at GCSE in England are taken by four independent awarding organisations – AQA, OCR, Pearson Edexcel and WJEC – rather than by central government. These organisations have the freedom to create a Tamil GCSE based on the subject content for modern foreign languages set by the department. This decision would be informed by several factors, including the level of demand from schools and the proportion of the population in the UK speaking the language.
To ask His Majesty's Government whether they have carried out impact assessments of the closures and restructuring of university language departments, including assessments of (1) the impact of regional 'cold spots' on their ambitions for equal opportunities as described in their White Paper Every Child Achieving and Thriving (CP 1508-I), published...
To ask His Majesty's Government whether they have carried out impact assessments of the closures and restructuring of university language departments, including assessments of (1) the impact of regional 'cold spots' on their ambitions for equal opportunities as described in their White Paper Every Child Achieving and Thriving (CP 1508-I), published...
The department is aware that some universities are making difficult decisions about their provision. As autonomous institutions, universities are free to choose which courses they deliver. While the government is supportive of language provision, we play no role in the delivery of these specific schemes.
As education is a devolved matter, it would not be appropriate for the government to comment on provision at Scottish universities.
We want to ensure that all children and young people have access to a high-quality language education. In response to the Curriculum and Assessment Review, we set out our commitment to strengthen the languages pipeline, including at A level and degree.
Teacher recruitment in modern languages is kept under review. Incentives, bursaries and training reforms aim to support a sustainable pipeline, recognising that universities play an important but independent role in this.
The government continues to assess national capability needs in security, diplomacy, defence and trade, ensuring language skills requirements are understood across departments.
The department has published our plan for higher education reform through the Post-16 Education and Skills White Paper, which sets out our ambition for a world leading sector that supplies the skills our labour market needs.
To ask His Majesty's Government, in the light of recent departmental closures and restructuring announcements from the Universities of Leicester, Nottingham, Heriot-Watt and Essex, what plans they have to ensure the short-term and long-term sustainability of language degrees in higher education.
To ask His Majesty's Government, in the light of recent departmental closures and restructuring announcements from the Universities of Leicester, Nottingham, Heriot-Watt and Essex, what plans they have to ensure the short-term and long-term sustainability of language degrees in higher education.
The department is aware that some universities are making difficult decisions about their provision. As autonomous institutions, universities are free to choose which courses they deliver. While the government is supportive of language provision, we play no role in the delivery of these specific schemes.
As education is a devolved matter, it would not be appropriate for the government to comment on provision at Scottish universities.
We want to ensure that all children and young people have access to a high-quality language education. In response to the Curriculum and Assessment Review, we set out our commitment to strengthen the languages pipeline, including at A level and degree.
Teacher recruitment in modern languages is kept under review. Incentives, bursaries and training reforms aim to support a sustainable pipeline, recognising that universities play an important but independent role in this.
The government continues to assess national capability needs in security, diplomacy, defence and trade, ensuring language skills requirements are understood across departments.
The department has published our plan for higher education reform through the Post-16 Education and Skills White Paper, which sets out our ambition for a world leading sector that supplies the skills our labour market needs.
To ask His Majesty's Government what assessment they have made of whether higher education institutions are making adequate impact assessments of higher education institutions' proposals to cut and restructure languages provision with due regard to higher education institutions' regional, national and international roles and responsibilities.
To ask His Majesty's Government what assessment they have made of whether higher education institutions are making adequate impact assessments of higher education institutions' proposals to cut and restructure languages provision with due regard to higher education institutions' regional, national and international roles and responsibilities.
The department is aware that some universities are making difficult decisions about their provision. As autonomous institutions, universities are free to choose which courses they deliver. While the government is supportive of language provision, we play no role in the delivery of these specific schemes.
As education is a devolved matter, it would not be appropriate for the government to comment on provision at Scottish universities.
We want to ensure that all children and young people have access to a high-quality language education. In response to the Curriculum and Assessment Review, we set out our commitment to strengthen the languages pipeline, including at A level and degree.
Teacher recruitment in modern languages is kept under review. Incentives, bursaries and training reforms aim to support a sustainable pipeline, recognising that universities play an important but independent role in this.
The government continues to assess national capability needs in security, diplomacy, defence and trade, ensuring language skills requirements are understood across departments.
The department has published our plan for higher education reform through the Post-16 Education and Skills White Paper, which sets out our ambition for a world leading sector that supplies the skills our labour market needs.
To ask the Secretary of State for Education, how many students were entered for (a) French, (b) German, (c) Spanish and (d) other modern foreign languages at (i) GCSE and (ii) A Level by local education authority in the East of England in each year for which the data is...
To ask the Secretary of State for Education, how many students were entered for (a) French, (b) German, (c) Spanish and (d) other modern foreign languages at (i) GCSE and (ii) A Level by local education authority in the East of England in each year for which the data is...
Information regarding GCSE and A level student counts by local authority is published by the department in the ‘Key stage 4 performance’ and ‘A level and other 16 to 18 results’ statistical releases. Data is published from 2018/19 to 2024/25.
The requested data for GCSE students in 2018/19 to 2024/25 can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/0272ce41-9736-47f9-abc5-08de834ce335.
The requested data for A level students in 2020/21 to 2024/25 is available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9e636057-8448-4e04-f84b-08de834d471d.
The data for A level students in 2017/18 to 2019/20 can be accessed here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/eee0c01a-c6b4-4f22-f84d-08de834d471d.
Lords question for short debate on what assessment they have made of the implications of the final report of the Curriculum and Assessment Review, published on 5 November 2025, for education in England.
Lords question for short debate on what assessment they have made of the implications of the final report of the Curriculum and Assessment Review, published on 5 November 2025, for education in England.