With MFL schools under pressure
Shrinking student numbers, hardworking teachers at risk of burnout, and outdated, unappealing teaching resources: this is the reality many schools in the UK face when it comes to modern foreign languages (MFL). MFL education is under pressure.
Despite inspiring projects and initiatives that raise awareness of the importance of language learning and intercultural skills, the situation for MFL in schools, universities and further education remains precarious. There are positive examples, such as the National Festival of Languages planned for Solihull in June 2026, as well as projects like ours and the Language Gateway. We all share the same goal: not only to protect languages, but also to restore their reputation and inspire young people to broaden their horizons. With the UK set to rejoin the Erasmus+ programme from 2027, there is a glimmer of hope.
The message has never been clearer: in a globalised world, we need languages. Not only to read Nietzsche and Lolita in the original, but also to make friends and have adventures around the globe – perhaps in an undiscovered place where not everyone speaks English. The language-learning journey opens doors, connects people and leads to countless adventures.
Yet there is still a long way to go. For example, GCSE results in modern foreign languages reported by NCLE partners in August 2026 showed an overall decrease of 4% in MFL uptake at GCSE level. Although Spanish saw a slight increase of 0.3%, overtaking French – which saw a decrease of 5.4% – for the first time as the most popular MFL, and German uptake increased by around 0.2% ( source: NCLE website), the figures reflect a worrying trend that has continued since the removal of the English Baccalaureate (EBacc) requirement and the move towards making languages optional.
The first domino falls, setting off a vicious circle in motion, reinforcing social injustice
And the problem doesn’t stop there. When students are discouraged from learning a language – a skill that can stay with them for life – the first domino falls, setting a vicious circle in motion.
Fewer pupils mean fewer classes, which in turn can lead to fewer opportunities for qualified teachers to enter the profession. Fewer students then go on to university to study languages, further shrinking the pool of future language teachers.
An article examining so-called language cold spots highlights another dimension of this problem. As fewer students continue learning languages beyond the age of 14, universities face a shrinking pool of applicants for language degrees. Some universities consequently close their language departments, creating cold spots: areas where students can no longer study certain languages at a university within a commutable distance. These gaps can reinforce social inequality by creating additional barriers for those who cannot afford to move away or travel long distances to study. Once a department closes, reopening it can be difficult. The result is a vicious circle: fewer university language departments mean fewer opportunities to train the qualified teachers needed to support the next generation of language learners.
The latest Language Trends England report highlights just how challenging the situation has become. It found that more than seven in ten secondary schools cannot organise Year 7 classes according to the languages pupils studied at primary school.
National German A-Level class: rewriting the rules for MFL schools under pressure
In this precarious situation, an innovative and unprecedented pilot project offers a new way forward. The National German A-Level Class (NGAC) aims to make studying German at A-Level accessible to more students.
Even when a school manages to overcome the initial hurdle of offering a language at GCSE, the next challenge quickly follows: ensuring that students can continue to A-Level.
A school may, for example, offer German at GCSE but be unable to run an A-Level class if only two students wish to continue. From a financial perspective, such a small group may not be viable. Schools and colleges are under increasing financial pressure, leading to restrictions on small classes. As a result, motivated learners can find themselves unable to continue studying German beyond GCSE.
In September 2026, the first National German A-Level Class (NGAC) was launched. Led by the Goethe-Institut in collaboration with partners including Languages for All, the project aims to strengthen the infrastructure supporting German language education in the UK. This pilot explores innovative ways to expand access to German A-Level provision.
How does it work?
The model brings together students from different schools who wish to take a German A-Level but whose schools cannot offer a class because of low student numbers. Through high-quality teaching and learning resources aligned with AQA A-Level standards, the project combines support from students’ own schools with live online sessions delivered by a central teaching team.
Looking ahead
The model could also inspire similar initiatives for other modern foreign languages. Nevertheless, the NGAC is intended as a response to the current challenges, not a permanent substitute for sustainable language provision in schools. Ultimately, the ambition is to ease the pressure on MFL education, encourage greater uptake and ensure that more young people can continue learning languages.
About the project
The NGAC builds on an approach pioneered by Michael Slavinsky of Languages for All, demonstrating how collaboration and innovative teaching models can help overcome the challenges posed by small student numbers. Building on this success, Anglo European School in Ingatestone, Essex – an NCLE Network lead school – has been selected as a lead school for the launch of the NGAC pilot in September 2026.
Source and further information on the National A-Level class can be found on the NCLE website.