Languages: the state of the nation
Is supply meeting demand? Are enough people learning languages in the UK today to meet our current and future needs?
Languages: The State of the Nation report cover Photograph: British Academy
Does supply match demand when it comes to the range of
languages offered in our schools and universities? How well are we
equipping people with languages, alongside other crucial employment
skills? Are we providing a broad enough spectrum of the population with
language skills? The British Academy's State of the Nation
report draws together the baseline data on foreign language demand and
supply in the UK in order to deepen our understanding of these issues
and consider how best to address them.
Strategic deficits in language learning have already been identified in policy and research papers prepared by the British Academy among many others. This report forms part of the Academy's language programme and is the first comprehensive review of the empirical data available in England, Northern Ireland, Scotland and Wales. The report looks at:
• the policy background and health of language learning in each of the four parts of the UK;
• the demand for, and current supply of, language skills in the workplace; and
• the UK's capacity to meet economic, social, cultural and intellectual needs through languages, both now and in the future.
It highlights language issues that the four parts of the UK have in common and, where they diverge, seeks to learn from their distinct experiences. The State of the Nation report, which will be updated at regular intervals, aims to monitor the situation and to provide stimulus for the development of future policy solutions.
A wide range of data from government departments, employer organisations, exam boards and other national and international bodies are used in the report. In addition, two new pieces of research were also specially commissioned for this report: the first, Beyond English – Britons at work in a foreign language, draws on a survey of UK employers known to be using foreign language skills in their work, conducted in collaboration with Rosetta Stone; the second, Labour market intelligence for languages, explores which languages are requested by employers and which sectors recruit for language skills, and identifies job roles and other related information.
The report presents both a longitudinal perspective on the UK's supply of graduates with high language competencies into the labour market and future-scoping of emerging strategic needs. It highlights a 'vicious cycle of monolingualism', which in turn is causing market failure in the demand and supply of skilled linguists across all sectors of the UK economy.
The State of the Nation report calls for a concerted and joined-up efforts across government, education providers, employers, language learners and the wider community to ensure that language policies respond to new economic realities. To support this call for a new, strategic approach the report identifies five key priorities for action that will support the UK's aspirations for growth and global influence.
1. Develop a strategic approach to providing a wider range of languages for the workplace, adding to rather than replacing current provision.
2. Increase the number and social spread of language learners in schools.
3. Provide more courses at all levels which combine languages with the development of other vocational skills, including STEM subjects.
4. Stimulate demand and support employers in the effective management of language skills.
5. Improve information-gathering for identifying demand for languages in the economy and within specific industries, and the way that this is communicated to learners and course providers.
Strategic deficits in language learning have already been identified in policy and research papers prepared by the British Academy among many others. This report forms part of the Academy's language programme and is the first comprehensive review of the empirical data available in England, Northern Ireland, Scotland and Wales. The report looks at:
• the policy background and health of language learning in each of the four parts of the UK;
• the demand for, and current supply of, language skills in the workplace; and
• the UK's capacity to meet economic, social, cultural and intellectual needs through languages, both now and in the future.
It highlights language issues that the four parts of the UK have in common and, where they diverge, seeks to learn from their distinct experiences. The State of the Nation report, which will be updated at regular intervals, aims to monitor the situation and to provide stimulus for the development of future policy solutions.
A wide range of data from government departments, employer organisations, exam boards and other national and international bodies are used in the report. In addition, two new pieces of research were also specially commissioned for this report: the first, Beyond English – Britons at work in a foreign language, draws on a survey of UK employers known to be using foreign language skills in their work, conducted in collaboration with Rosetta Stone; the second, Labour market intelligence for languages, explores which languages are requested by employers and which sectors recruit for language skills, and identifies job roles and other related information.
The report presents both a longitudinal perspective on the UK's supply of graduates with high language competencies into the labour market and future-scoping of emerging strategic needs. It highlights a 'vicious cycle of monolingualism', which in turn is causing market failure in the demand and supply of skilled linguists across all sectors of the UK economy.
The State of the Nation report calls for a concerted and joined-up efforts across government, education providers, employers, language learners and the wider community to ensure that language policies respond to new economic realities. To support this call for a new, strategic approach the report identifies five key priorities for action that will support the UK's aspirations for growth and global influence.
1. Develop a strategic approach to providing a wider range of languages for the workplace, adding to rather than replacing current provision.
2. Increase the number and social spread of language learners in schools.
3. Provide more courses at all levels which combine languages with the development of other vocational skills, including STEM subjects.
4. Stimulate demand and support employers in the effective management of language skills.
5. Improve information-gathering for identifying demand for languages in the economy and within specific industries, and the way that this is communicated to learners and course providers.
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