Poorer children less likely to learn a foreign language

Pupils in poorer areas in England are more likely to be missing out on the chance to learn a foreign language at school, says a new report from the British Council.

The Language Trends Survey 2018 found that schools in the most disadvantaged circumstances – with the highest proportion of children on free school meals, are over three times more likely to have low participation at GCSE level and no plans for this to improve, when compared with schools in the most affluent circumstance

The number of state schools where only up to a quarter of pupils study languages at GCSE – and have no plans for this to improve - has risen from 19% to 23% in the last year, and it is these schools that are three times more likely to be in the most disadvantaged circumstances. 

The survey also found that schools in the most disadvantaged circumstances are more than twice as likely to dedicate less teaching time to languages at Key Stage 3 level, the last phase of schooling where these subjects are still compulsory for all 11 to 14 year olds.

Analysis of examination data found that overall across England the number of pupils taking a GCSE in a modern language subject fell from 49% to 47%, with a third (33%) of all students obtaining a grade C or above. 

This year’s report also reveals that while there appears to be consensus that the introduction of the more rigorous GCSEs may create better linguists, the new exams may put off lower ability pupils from taking language subjects. 68% of state schools and 49% of independent schools said that lower ability students were less likely to take a languages GCSE than previously.

The report also found that boys are far less likely to take a language than girls. At A Level, 63% of candidates are female and 37% male, while the split at GCSE is 56% and 44%. 

A perception that languages are less important than other subjects has emerged, with just over a third (34%) of state secondary schools reporting that there has been a negative impact on student motivation or parental attitudes towards learning languages as a consequence of the decision to leave the European Union.

In primary schools the national picture is relatively consistent with last year. Around 80% of schools allocate on average 30 minutes to an hour per week for language learning, although teachers report that this is often irregular or eroded by other priorities.