The decline in higher education foreign language studies has continued since 2019, with undergraduate entrants to foreign language courses at their lowest in 2024.
Analysis of data from the Higher Education Statistics Agency (HESA) shows there is a consistent decrease in uptake across the foreign language study areas accounted for between 2019-2024.
African and modern Middle Eastern studies saw the largest decrease (45%), whilst Slavic studies saw the smallest decrease (20%).
Where does the decline stem from?
A report produced by Languages, Society and Policy on languages in UK education noted that various developments have made languages vulnerable at higher education level, including the loss of the HEFCE (Higher Education Funding Council for England) in 2018.
Since then, there has been a lack of a centralised body responsible for languages strategy and provision, which already proves difficult due to the institutional autonomy of universities.
Professor Charles Forsdick FBA, Lead Fellow for Languages at the British Academy, said: “The decline in students enrolling in UK language degrees is deeply worrying.
“Ongoing course cuts and closures are creating ‘cold spots’ in higher education. These cold spots create a vicious cycle that risks locking future generations out of developing language skills.”
In the context of funding for the sector, language courses are seen as expensive to deliver.
Other policy changes, such as the UK’s withdrawal post-Brexit from the Erasmus+ programme, have also contributed to challenges in providing comprehensive language degrees.
The British Council’s 2024 Language Trends Survey Report emphasised declining uptake in languages in higher education is a trend reflected in secondary schools, with consistently greater opportunities available to study languages at independent schools than in the state sector.
The report also found that secondary schools face recruitment challenges, with recruitment of qualified MFL (Modern Foreign Languages) teachers being an issue for two thirds of state secondary schools.
Languages stopped being compulsory at key stage four (years 10 and 11) in 2004.
Since then, JCQ (Joint Council for Qualifications) data shows the number of students taking a modern language at GCSE has fallen significantly: from more than 533,000 in 2004 to just over 347,000 in 2024 which amounts to a 35% decrease.
Despite the overall decrease, GCSE Spanish has consistently risen with more than 133,000 sitting the subject in 2024.
Professor Forsdick added: “We can’t ignore issues earlier in the system – we have to consider how the decline of languages like French, Spanish and German at GCSE and A-level in our schools and colleges is fuelling this, too.
“If the UK loses more language skills and fails to properly acknowledge the existing skills we have, this situation risks becoming a disaster for the economy and our society and culture.
“Multilingualism could strengthen UK research, but languages are being undervalued and underused in academia, despite their wealth of potential.”
Former Spanish and English student Georgia Bennett, 24, said: “I loved studying Spanish at university. It broadened my horizons and opened my eyes to so many different cultures.
“Languages are invaluable in my opinion. Being able to communicate with someone in their mother tongue forms such an incomparable connection.”
Bennett claimed one reason for the decline in languages uptake is the isolationist mentality Brexit has sparked.
She added: “There is also a selfish and apathetic expectation for other countries to learn English and for us to therefore not need to reciprocate.”
UCAS (Universities and Colleges Admissions Service) data shows that applications to foreign language undergraduate courses remain concentrated in Iberian (Spanish, Portuguese, Catalan, Galician), French and Asian studies.
Despite this, Iberian (the most popular ranked area of study) saw a 31% decrease in applicants between 2019-2024, with only 770 UK applicants in 2024 compared to 1,110 in 2019.
Restructurings and closures at higher education level play an integral role in the overall decrease in applicants.
A 2024 UCFL (University Council For Languages) report highlighted that a number of institutions are undergoing curriculum reform, suggesting that the motivation behind the reform is to streamline degrees, reduce optionality and cut the number of programmes.
A number of universities have lost or are having to restructure their language departments which adversely affects the provision of language degrees in the UK.
UCFL vice-chair Dr Fransiska Louwagie said: “It is key that proactive and transformative governance supports the subject area, in collaboration with subject experts and associations.
“This requires a comprehensive approach that looks at the diversity of languages and cultural study on offer, the type of learning available (going from university-wide provision in language skills to dedicated degree programmes in the interdisciplinary study of languages, cultures and societies), opportunities for students across different types of institutions and geographical areas, and options for teacher training.”
Dr Louwagie added the current government is being urged to make language education a priority in its current curriculum reform, so as to improve opportunities for pupils in state schools and in order to address the demand for languages and intercultural skills from employers.
Recognising the economic value of languages
Studying languages increases a person’s value in several ways, and the economic importance of languages is significant in today’s globalised society.
A 2022 RAND report indicated an increase in pupils learning Mandarin would increase GDP by between £11.5bn and £12.3bn.
For French, the figure is between £9.1bn and £9.5bn, and for Spanish, between £9.1bn and £9.7bn.
The research confirms that individuals who speak multiple languages tend to earn higher wages and enjoy more favourable outcomes in the labour market compared to those who speak only one language.
Disparities in accessibility to language learning mean that the UK is not reaping the economic benefits languages offer.
Organisations like the NCLE (National Consortium for Languages Education) focus on supporting and improving language education in England, particularly in state-maintained primary and secondary schools.
Led by UCL’s Faculty of Education and Society, the NCLE aims to re-energise language learning, increase GCSE uptake, and address disparities in language education.
An NCLE spokesperson said: “It is very important to make sure the opportunity to learn a language is accessible to all our young people, and especially those from disadvantaged backgrounds, as they are the ones who benefit the most from the opportunities learning languages bring – but are also the ones who are least likely to learn a language, go on a school trip or pursue a language even if they want to.”
The benefits of multilingualism
Former Spanish and Politics student Sara Fikree, 24, said studying a language proved to be a major asset when applying for jobs.
Fikree added: “Almost every application I completed included a section asking which languages I spoke and to what level, and many role descriptions explicitly listed knowledge of a second language as an advantage.
“In a global job market, multilingualism signals adaptability, cultural awareness, and strong communication skills – traits that are valuable across virtually all sectors.
“I think language studies are on the decline partly because of the global dominance of English – many assume it’s enough to only speak one language.
“The rise of language apps and online learning alternatives has also contributed to this shift, alongside the misconception that learning a language is too difficult or time-consuming.
“But once you start, it becomes a lifelong skill that opens doors in ways you can’t always predict.”
Featured image credit: Zoshua Colah via Unsplash.
