Cutting modern language degrees at universities is creating a ¡°vicious cycle¡± and risks contributing to the continued decline of foreign language learning among children in the UK, it has been warned.

Figures in a new report from the Higher Education Policy Institute (Hepi) show that there are more pupils studying A levels in PE than in French, German and classical languages combined.

This comes despite data from Duolingo, which sponsored the report, showing that the UK ranks second globally for the proportion of learners studying more than one language ¨C led by those aged under 22.

Hepi¡¯s report says that schools are the ¡°perennial pipeline problem¡±, with overall uptake of languages at Key Stage 5 ¡°remarkably low¡± and an ¡°unfortunate side-effect¡± of the country¡¯s ¡°unusually narrow post-16 curriculum¡±.

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This low uptake of languages in schools has ¡°evident consequences¡±?for modern languages enrolments in higher education,?which have fallen by 20 per cent since 2020.

Hepi praises institutions that have recently introduced or have plans to introduce the study of French and German without needing any prior knowledge.

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¡°This indicates that higher education institutions are increasingly adapting to the lack of prior language-learning experience in schools: insisting on prior experience and qualifications risks becoming exclusionary as well as impractical.¡±

Also of great concern to linguists?is the recent spate of course closures triggered by the sector¡¯s financial crisis. Recent plans to cut departments at Cardiff 51¹ú²úÊÓƵ sparked a?high-profile campaign to save foreign language programmes at the institution.

Overall, 17 post-1992 universities have lost their modern languages degrees since 2014, bringing the total closures to 28 and leaving modern languages in just 10. Experts fear that closing courses could lead to fewer language teachers in schools and fewer children able to study languages.

¡°Though many are under financial strain, higher education institutions should be conscious of the vicious cycle created by the loss of high-level language expertise when making decisions about curriculum reviews and cuts,¡± says the report.

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¡°Rather than shutting courses, institutions should look for ways to strengthen language provision.¡±

The report also calls for improved oversight of languages in higher education ¨C particularly when it comes to small but strategically important languages that are?vital for trade, intelligence and diplomacy ¨C and targeted government funding.

Another ¡°fast-evolving challenge¡± for languages in higher education is artificial intelligence. Hepi warns that universities need to proactively train students and staff to understand AI¡¯s practical contributions and limitations in language learning.

Megan Bowler, the author of the report and a student in Classics at the 51¹ú²úÊÓƵ of Oxford, said the skills and intellectual values of that ¡°linguistic mindset¡± are even more important in an age of rapid technological change.

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¡°Close and critical analysis, oracy, cultural adaptability, creative problem-solving, precision and clarity of expression are exactly what ChatGPT struggles to replace.¡±

Nick Hillman, director of Hepi, said the problems facing language learning had ¡°depressingly¡± worsened in recent years, but that the UK had a ¡°once-in-a-lifetime opportunity to set a new course¡±.

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¡°Some of the current problems stem from the poor decision in the 2000s to stop languages being compulsory for pupils after the age of 14. Ministers could reverse such decisions, but first they need to tackle the shortage of teachers.¡±

patrick.jack@timeshighereducation.com