Curriculum research review series: languages

GCSE entry data highlights that take up at key stage 4 is more skewed towards pupils with higher prior attainment than many other GCSE subjects. Pupils with lower prior attainment are very unlikely to opt to study languages. In addition, in 2019, only 14% of pupils with SEND were entered for the EBacc compared with 45% of all other pupils. Only 28% of disadvantaged pupils were entered for the EBacc compared with 45% of all other pupils.

In 2019, only 42% of entries for French and 43% of entries for Spanish were from boys. In 2020, the British Council published a report focusing on boys studying languages at GSCE in schools in England. The report focuses on identifying schools that are ‘beating the odds’ in engaging boys in languages. When considering trends over time, it is clear that fewer boys, whatever their prior level of attainment, opt to study languages at GCSE. The report outlines the trends in EBacc uptake also.

The sector has also identified that there is currently wide variation in engagement with languages, depending on the status of learners. In 2020, ‘Language trends’ shone a spotlight on disapplication. Disapplication is when a school removes all or part of the curriculum for a pupil or group of pupils. Only 68% of schools that responded to the ‘Language trends’ survey had all pupils in Year 7 studying languages. This decreased to 60% of schools for Year 8 pupils., The reason often cited was to give additional support to pupils in English and/or mathematics.

GCSE entry patterns are clear. Higher prior attaining pupils and girls often opt for languages. Others, including boys, pupils with SEND and disadvantaged pupils are underrepresented in comparison with other subjects.

Enabling languages to flourish

The reasons that relatively few pupils opted to continue to study languages after this stopped being compulsory are complex. Much has been written about motivation as a construct and different theories developed to explain it.

Some pupils see the importance of learning languages because of their usefulness in the future. For example, they value the improved job opportunities or the ability to travel and live in other countries that learning additional languages could bring. Other possible motivational factors include:

• being able to communicate with others outside of the UK

• pupils’ perception of the usefulness of the language and involvement in intercultural activities and exchanges

• discovering more about other cultures and peoples, the context in which the language is rooted

• pupils’ positive view of themselves as language learners

However, studies have shown that many pupils struggle to see the relevance of the subject in their lives.

Many studies suggest that pupils’ perceptions of their lack of success in languages are linked to a lack of belief in their ability and a lack of clarity about how they can improve. This links to the growing body of research on ‘self-efficacy’. Self-efficacy is the belief we have in our own ability, specifically to meet challenges and complete a task successfully. Studies show that pupils’ self-efficacy consistently results in academic achievement more than other motivational factors. It also improves their language proficiency.

The following are likely to have a positive impact on pupils’ self-efficacy:

• language-learning experiences that pupils perceive as successful

• knowing how to sound out words in a foreign language

• ensuring that the building blocks of language are in place so that pupils can exercise greater autonomy

• seeing non-native peers communicating effectively

The above points suggest that, in order to have a positive impact on their motivation, curriculum design should ensure that pupils:

• feel successful in their learning

• are clear about how to make progress

There are other barriers that potentially stop languages flourishing in England. Pupils who take part in exchange programmes sometimes feel demotivated when they compare their own linguistic ability with that of their peers abroad. Multiple studies show that pupils learning English abroad begin to do so between the ages of 6 and 8. They spend more time on languages and most continue studying languages until the end of compulsory education. For example, compared with the EU average, the amount of time spent by English pupils learning languages was an hour a week less for the first foreign language and 2 hours a week less for the second foreign language. Pupils’ levels of attainment are clearly based on more than simply their number of hours spent studying languages, however. It is likely to also be influenced by issues of motivation and pupils’ perception of the subject, the quality of transition between primary and secondary, and poorly designed curriculums that do not allow pupils to make progress and see success.

Some research also highlights concerns about the relative difficulty of languages, as reflected in external accreditation like GCSEs. This culminated in Ofqual reviewing grading standards in languages. It found that grades needed to be adjusted in French and German (but not Spanish), although the adjustments made were quite small. However, grading standards and associated adjustments may not be a panacea. Pupils perceive the subject as difficult and often lack belief in their ability in the subject.

Low expectations among teachers and school leaders also have a negative impact on pupils’ perceptions. There can be an assumption that some pupils are not able to succeed in languages, such as those with lower prior attainment or those with SEND.

Crucially, the lack of effective transition in languages from primary to secondary school means that many pupils across England ‘start again’ in Year 7. This can have a negative impact on their motivation and perspective of the subject. Some studies show that learners find it important to feel that they are making good progress, specifically in relation to transition.

We have more on other aspects of education that have a negative impact on enabling languages to flourish in the ‘Schools’ culture and policies’ section. This includes issues of teacher supply and continuing professional development (CPD).