One of the highlights of the Living the Language: Authentic Language in the Classroom conference at the University of Nottingham was an inspiring roundtable discussion that brought teachers and experts together to talk about the future of language learning in the UK.
What made the discussion particularly valuable was the opportunity for teachers to have their say. There was plenty of space to ask questions, share experiences, raise concerns and, most importantly, bring new ideas to the table. Rather than simply talking about language teachers and learners, the discussion gave teachers a chance to be part of the conversation and help shape what language learning could look like in the future.
The roundtable brought together Nicola McLelland, Liam Johnston McCondach, Ruth Koro, Ruth Whittle, Sandra Reisenleutner and Zara Fahim, and Piper Dawn, who shared their expertise and perspectives on the challenges and opportunities ahead. It was a lively and thought-provoking conversation — and a great reminder that the future of language learning should be shaped with teachers, not just for them.
Start with positivity
Dawn Piper NCLE Specialist Teacher and Head of German at Littleover Community School, emphasised the importance of positivity: “Positivity generates positivity.” Rather than focusing primarily on declining numbers or the challenges facing languages, schools can create positive experiences around language learning. A simple example could be a Language Day, where pupils and staff are asked what languages they speak.
Importantly, such events should not focus exclusively on modern foreign languages taught at school. The many home and heritage languages spoken by pupils and their families should also be recognised and celebrated. This can help create a culture in which multilingualism is seen as an asset. The key is to encourage people to start talking to one another about languages.
Give people a voice
Ruth Whittle, UoB, referred to a recent poster session at the University of Birmingham, where teachers were invited to create their own messages about why languages matter. The idea was not simply to communicate another institutional message, but to give teachers a platform to express their own experiences and perspectives. This raised another important question:
How can we create a more positive image of languages and give teachers and learners a voice?
Ruth Koro also emphasised that, despite the continuing threat of language departments or programmes being closed, it is important to remain engaged with existing projects and to continue communicating their value. Cultural aspects of language learning should also receive greater emphasis. Newsletters, networks and regular communication can help to spread information about successful initiatives and keep people connected. The discussion also explored another fundamental question:
Is there research demonstrating why languages are important for society? Rather than simply asking “Why should students learn a language?”, participants suggested focusing on the contribution that languages make to society. Languages can interact with and complement other areas of knowledge. They can be combined with subjects such as science, technology and astronomy, while language learning itself can contribute to cognitive development and neuroplasticity. The discussion referred to research suggesting that children who identify as multilingual can perform well academically, highlighting the potential benefits of multilingualism beyond language proficiency itself.
Languages + …?
A recurring theme was the need to rethink how languages are presented. This raised a particularly important question:
How can we reframe languages — should we be talking about “languages AND” rather than languages versus other subjects?
Instead of positioning languages against other subjects — for example, science versus languages — could we talk about languages AND science, or languages AND mathematics? Participants highlighted examples of degrees and programmes that combine languages with other disciplines. At Leeds, for example, students interested in languages can integrate language study into other degree programmes. The message was clear: think beyond the traditional language classroom.
At school level, interdisciplinary approaches such as STEM and languages can demonstrate how language skills can be applied in different contexts. However, participants noted that establishing these connections can sometimes be more difficult at university level.
The role of parents
Another important question concerned parents:
How can we make better use of parents’ own experiences and knowledge of languages?
One suggestion was to include parents’ own language-learning stories in school newsletters or outreach activities. Personal stories can create an emotional connection and help parents recognise the relevance of language learning from their own experiences.
Dawn Piper also gave an example of how small, creative activities can make language learning memorable. For instance, she uses a “toothbrush dance” with students as a fun routine for practising vocabulary or pronunciation. The underlying message was that language learning should be allowed to be fun, creative and memorable.
The future of languages
The discussion then turned to the bigger picture:
How do we see the future of languages? Is the current language crisis something we can overcome?
Liam Johnston McCondach pointed to the success of a beginners’ German class as an example of how relatively small initiatives can play a pivotal role.
Nicola McLelland placed the current situation in a longer historical perspective. Looking at more than a century of language teaching and learning, she noted that concerns about the future of languages are not new. German, in particular, has experienced periods of uncertainty before. While the current situation may be difficult, there are also signs of recovery, suggesting that the sector has overcome challenging periods in the past and can do so again.
Connecting existing initiatives
A strong consensus emerged around the importance of collaboration between schools and universities. Ruth Koro stressed that there are many people who are interested in languages and already doing valuable work. The challenge is to connect these people and initiatives.
This led to another important question:
If so much is already happening, how can we make sure that these initiatives are connected rather than working in isolation?
Dawn Piper made a similar point: there is already a great deal happening; we simply need to find better ways of connecting it. Language hubs are one example of this approach. Hubs are being developed in different parts of the UK, including Exeter, Leeds and Birmingham, creating networks between schools, universities and other partners.
Creating sustainable opportunities
The discussion also considered how these ideas could be translated into practical opportunities:
How can we create sustainable language provision and ensure that students who want to study a language are able to do so?
One practical example discussed was the possibility of bringing Year 11 pupils onto university campuses to explore what they could do with their language skills beyond school. For Year 12 students, opportunities could include trips abroad linked to A-level study, giving learners a chance to experience the language and culture they are studying in a real-world context. Another promising model is to provide schools with flexible support for A-level language teaching. Universities can contribute funding or resources, while schools can choose a format that works for them — for example, a combination of face-to-face and remote teaching.
The aim is simple but ambitious:
Every student who wants to take a language at A-level should have the opportunity to do so.
A changing language landscape
The discussion also acknowledged that the UK language landscape is changing rapidly.
French, German and Spanish remain central to many school programmes, but there is growing interest in languages such as Arabic, Mandarin and Korean, while other languages remain less widely available.
This raises a further question:
How can we develop language provision that reflects the changing interests of learners and the multilingual society we live in?
One example from Kent demonstrated how a broader model could combine Arabic, Spanish, Mandarin and Global Studies.
The challenge is to develop language provision that is both inclusive and sustainable, while recognising that students’ interests and the needs of society are changing.
Conclusion
The discussion returned repeatedly to one central idea:
There is already a great deal of enthusiasm, expertise and activity in language education — the challenge is to connect it.
Rather than working separately, schools, universities, teachers, businesses, careers advisers, parents and language organisations can build stronger networks and share resources.
The future of language education may therefore depend less on creating entirely new initiatives and more on connecting the people and projects that already exist, giving them visibility, and creating sustainable opportunities for learners.
The message to educators and institutions is simple:
Keep your eyes open, stay connected, share what works — and make sure that every learner who wants to study a language has the opportunity to do so.