New analysis highlights a growing gap between strong public support for modern foreign languages in schools and a sustained decline in student uptake at GCSE and university level.
National education data shows that entries for GCSE modern foreign languages have fallen sharply over the past two decades. In 2004, around 533,000 pupils took a modern foreign language GCSE. By 2024, that figure had dropped to 347,000, a decline of 34.89%.
| Year | Entries |
|---|---|
| 2004 | 533,000 |
| 2024 | 347,000 |
The downward trend is also reflected in higher education. Universities across the UK have announced closures or reductions in standalone language degrees, alongside department mergers. These changes are largely attributed to falling student recruitment.
Despite this, newly analysed polling data suggests public support for language education remains strong. Research conducted by YouGov and analysed by Wycliffe College asked respondents how important it is to teach modern foreign languages at secondary school.
| Response option | % of respondents |
|---|---|
| Very important | 31% |
| Quite important | 45% |
| Not very important | 19% |
| Not at all important | 4% |
In total, 76% of respondents said teaching modern foreign languages at secondary school is either very or quite important, indicating that public valuation of language learning remains high.
Ben Urquhart, head of modern foreign languages at Wycliffe College, warned that declining uptake in schools combined with reduced university provision risks creating long term skills shortages.
“Parents clearly recognise that languages open doors, whether that’s to future careers, cultural understanding, or simply the ability to communicate confidently in an increasingly interconnected world.
“The concern is that as universities scale back language degrees, and fewer young people opt for GCSE or A-level languages, we risk creating a cycle where students have fewer pathways and schools have fewer incentives to invest in high-quality MFL provision.
“If we want to rebuild Britain’s linguistic capability, the solution begins much earlier than university. Families can play a huge role by encouraging curiosity, watching films in other languages, exploring different cultures at home, and framing language learning as a lifelong skill rather than just another exam subject.”
Urquhart said parents can help sustain interest in languages through everyday activities at home.
- Making simple greetings or phrases part of daily life to normalise multilingual communication.
- Exploring other cultures through films, books, or food to build curiosity.
- Discussing careers where languages are an advantage, including business, tourism, diplomacy, and the creative industries.
- Encouraging progress without focusing on perfection.
- Linking language learning to travel or school trips where possible.
The findings suggest that while public support for modern foreign languages remains strong, declining participation in schools and shrinking university provision could weaken the UK’s future language capability if current trends continue.
