UK - England

Country context

England has a population of 51.8 million people of which 16% belong to an ethnic minority group or are of mixed race1. It is favoured linguistically not only by having a major world language – English - as its official language but also by a very high degree of linguistic diversity- the latest survey in London found 233 distinct languages2. One in six primary school children (16.8%) and one in eight (12.3%) secondary have another language besides English – nearly a million across England3

England has only one recognised regional minority language – Cornish, used to some degree by several hundred people (2008)4.

Office for National Statistics, resident population estimates by ethnic group, 2009
Language Capital: mapping the languages of London’s schoolchildren, Eversley et al, CILT, 2011
Department for Education pupil data 2011
Report on the Cornish Language Survey, Cornish Language Partnership, 2008

Languages in official documents and databases

English, foreign languages, R/M languages and immigrant languages are dealt with in language legislation and/or language policy documents in England. The learning and teaching of English abroad for children and/or adults originating from the UK is (co-)funded in Belgium, Belize, Brunei, Canada, Cyprus, Falkland Islands, Germany, Gibraltar, Italy and the Netherlands. The European Charter for Regional or Minority Languages has been signed and ratified by the UK. In England, the R/M language recognised in the Charter is Cornish, for which there is also official provision in region-wide education.

Official data collection mechanisms on language diversity in England exist in terms of periodically updated municipal register data, census data and survey data. In these data collection mechanisms, national, R/M and immigrant language varieties are addressed, based on a home language and a main language question and a language proficiency question in terms of whether (and how well) this language can be spoken/understood/read/written.

There is little language legislation as such in England or the UK generally, beyond that relating to R/M languages. English, foreign languages, R/M languages and sign language have been dealt with in a range of language policy and guidance documents. In England, following the 2010 election many of these have been reviewed.

England has recognised its only R/M language – Cornish – under the European Charter for Regional or Minority Languages (ECRML) leading to the publication of the Cornish Language Strategy in 2004 to support the teaching and learning of Cornish in the region.

Languages in pre-primary education

 

LRM

Langues R/M

LE

Langues étrangères

LM

Langues des migrants

LN - SOUTIEN SUP

Langues nationales
Groupes cibles
LRM: tous locuteurs natifs uniquement aucun soutien 
LE: tous restreint aucun soutien 
LM: tous locuteurs natifs uniquement aucun soutien 
LN - SOUTIEN SUP: tous enfants de migrants uniquement aucun soutien 
3 none none 3
Durée
≥ 2 ans 1 an <1 an   
3 none none 3
Taille minimale des groupes
aucune  5-10  >10
3 none none 3
Jours par semaine
 >1 jour  0.5-1 jour  <0.5 jour
1 none none 2
Formation initiale des enseignants
spécifique à une matière générale aucune 
2 none none 3
Formation des enseignants en cours d'emploi
spécifique à une matière générale aucune 
2 none none 3
Financement public disponible
total partiel aucun 
2 none none 3

Languages offered in pre-primary education

R/M Languages

Cornish in Cornwall

Langues étrangères

Occasionally French, German, Italian, Spanish

Langues des migrants

-

All children from age four with limited attainment in English receive extra support from appropriately trained teachers. Foreign languages are occasionally taught at pre-primary level but teachers receive no special training. Cornish is taught informally in a small but increasing number of pre-primary schools.

Languages in primary education

Organisation

 

LRM

Langues R/M

LE

Langues étrangères

LM

Langues des migrants
Programmes scolaires
cohérent et explicite général pas de lignes directrices   
3 3 none
Enseignement EMILE (enseignement d'une matière intégrée à une langue étrangère)
  généralisé localisé aucun   
1 2 none
Groupes cibles
LRM: tous locuteurs natifs uniquement aucun soutien 
LE: tous restreint aucun soutien 
LM: tous locuteurs natifs uniquement aucun soutien 
3 3 none
Démarrage de l'enseignement en langue
A partir de la 1ère année à mi-étape en fin d'étape uniquement   
3 2 none
Planification
pendant le temps scolaire en partie pendant le temps scolaire hors temps scolaire    
1 3 none
Taille minimale des groupes
aucune 5-10 >10  
2 3 none
Surveillance des compétences linguistiques
surveillance nationale standardisée propre à l'établissement aucune   
3 2 none
Niveau requis
Autres LN: normes nationales ou régionales normes propres à l'établissement non spécifié 
LE: dépend du CECRL des normes nationales ou de l'établissement non spécifié 
LM: normes nationales ou régionales normes propres à l'établissement non spécifié 
3 2 none
Financement public disponible
total partiel aucun   
2 3 none

 

LN

Autres langues nationales
Programmes scolaires
cohérent et explicite général pas de lignes directrices   
3
Soutien supplémentaire pour les nouveaux arrivants
avant la phase d'intégration pendant aucun   
3
Evaluation diagnostique à l'entrée
tous immigrants uniquement aucune   
3
Surveillance des compétences linguistiques
surveillance nationale standardisée propre à l'établissement aucune   
3

Teaching

 

LRM

Langues R/M

LE

Langues étrangères

LM

Langues des migrants
Qualifications des enseignants
enseignants en langues enseignants en matières générales non qualifiés   
2 2 none
Formation initiale des enseignants
spécifique à une matière générale aucune   
1 3 none
Formation des enseignants en cours d'emploi
spécifique à une matière générale aucune   
3 3 none
Mobilité
intégrée dans la formation soutien financier informel aucune non applicable  
0 2 0

 

LN

Autres langues nationales
Qualifications des enseignants
enseignants en langues enseignants en matières générales non qualifiés   
2
Formation initiale des enseignants
spécifique à une matière générale aucune   
3
Formation des enseignants en cours d'emploi
spécifique à une matière générale aucune   
3

Languages offered in primary education

R/M Languages

Cornish

Langues étrangères

Optional. Any living language may be offered. In pratctice mainly French Spanish, German, with some Chinese, Italian, Urdu, Chinese

Langues des migrants

Urdu, Chinese, Turkish, for example

In 2000, following widespread public consultation, the Nuffield Languages Inquiry1 recommended a series of measures including an early start to learning another language. This became one of the main planks of the National Languages Strategy for England launched by the Labour Government in 2002. By 2010, following a far-reaching programme of curriculum development, support for schools and teacher training, 92% of primary schools offered a foreign language. Although this was most commonly French, guidance strongly encouraged a holistic approach to developing language competence, making explicit links to literacy in English and other languages known by children. Foreign languages are usually taught by generalist teachers who have received pre-service and in-service training in language teaching; they are often supported by secondary school colleagues. Language learning in the majority of schools starts in the first year of primary school, at age seven, typically for 30-40 minutes per week2.

Although the National Languages Strategy was abandoned when the current government came to power, non-statutory guidelines remain available – the Key Stage 2 Framework for Languages - and most schools base their practice on this document. A consultation process on the national curriculum is currently under way and the advisory committee has recommended that from 2014 language learning should start at least by age nine. In June 2012 the Government announced its intention to legislate for compulsory foreign language learning from the age of seven.

A flourishing voluntary ‘complementary’ sector provides opportunities for children to learn languages spoken in their communities. This serves both primary and secondary school children (and earlier). A 2005 survey3 found provision in after school and Saturday classes for at least 61 languages. An innovative national programme, Our Languages, ran from 2008-2010 to promote and strengthen this provision and to draw it into contact with mainstream schools. Under this scheme any language may be offered in primary schools, and some languages of the wider world are taught, usually in areas with large minority populations and/or as part of ‘language taster’ and intercultural awareness programmes.

There has been funding through an Ethnic Minority Achievement Grant (EMAG) for language support for newcomers and bilingual pupils. Such support is offered outside and during mainstream classes and skills are monitored regularly. Since 2011 the EMAG has been ‘mainstreamed’ within general funding and there is some doubt as to how it will be used in future.

In Cornwall, approximately 30% of primary schools in the county offer Cornish, usually as an extra-curricular subject at KS2. Limited funding is available to support teachers and a coherent curriculum for Cornish is available with assessment linked to the CEFR.

Languages The next generation; The final report and recommendations of the Nuffield Languages Inquiry, London 2000
Language learning at key stage 2, a longitudinal study, DCSF Research report RR198, Department for Children, Schools and Families, 2010
Community Language Learning in England, Wales and Scotland, CILT, 2005

Languages in secondary education

Organisation

 

LRM

Langues R/M

LE

Langues étrangères

LM

Langues des migrants
Programmes scolaires
cohérent et explicite général pas de lignes directrices 
none 3 3
Enseignement EMILE (enseignement d'une matière intégrée à une langue étrangère)
généralisé localisé aucun   
none 1 1
Groupes cibles
LRM: tous locuteurs natifs uniquement aucun soutien 
LE: tous restreint aucun soutien 
LM: tous locuteurs natifs uniquement aucun soutien
none 3 3
Planification
pendant le temps scolaire en partie pendant le temps scolaire hors temps scolaire   
none 3 2
Taille minimale des groupes
aucune 5-10 >10  
none 3 3
Surveillance des compétences linguistiques
surveillance nationale standardisée propre à l'établissement aucune   
none 3 3
Niveau requis
Autres LN: normes nationales ou régionales normes propres à l'établissement non spécifié not applicable
LE: dépend du CECRL des normes nationales ou propres à l'établissement non spécifié not applicable
LM: normes nationales ou régionales normes propres à l'établissement pas de normes not applicable
none 3 1
Financement public disponible
total partiel aucun   
none 3 2

 

LN

Autres langues nationales
Programmes scolaires
cohérent et explicite général pas de lignes directrices 
3
Soutien supplémentaire pour les nouveaux arrivants
avant pendant aucun   
3
Evaluation diagnostique à l'entrée
tous immigrants uniquement aucune   
3
Surveillance des compétences linguistiques
surveillance nationale standardisée propre à l'établissement aucune   
3

Teaching

 

LRM

Langues R/M

LE

Langues étrangères

LM

Langues des migrants
Qualifications des enseignants
enseignants en langues enseignants en matières générales non qualifiés   
none 3 1
Formation initiale des enseignants
spécifique à une matière générale aucune   
none 3 1
Formation des enseignants en cours d'emploi
spécifique à une matière générale aucune   
none 3 3
Mobilité
intégrée dans la formation soutien financier informel aucune non applicable  
0 2 0
Niveau de langue requis
dépend du CECRL des normes nationales ou régionales non spécifié non applicable  
0 2 0

 

LN

Autres langues nationales
Qualifications des enseignants
enseignants en langues enseignants en matières générales non qualifiés   
3
Formation initiale des enseignants
spécifique à une matière générale aucune   
3
Formation des enseignants en cours d'emploi
spécifique à une matière générale aucune   
3
Niveau de langue requis pour les locuteurs non natifs
dépend du CECRL des normes nationales ou propres à l'établissement non spécifié non applicable  
2

Languages offered in secondary education

R/M Languages

-

Langues étrangères

One language language compulsory up to age 14. Any living language but with a recommendation that there should be suitable accreditation. The main languages are French, German, Spanish but include also Italian, Urdu, Arabic, Polish, Chinese, Russian, Portuguese, Turkish and Japanese

Langues des migrants

Arabic, Chinese, Urdu, Polish, Portuguese, Turkish, Bengali and Punjabi

The situation of foreign languages in secondary schools in England has been a matter of concern for many years. Languages were compulsory until age 16 until 2004 when this was reduced to age 14. Numbers sitting a public examination have since fallen dramatically: in 2001, 78% of the cohort sat a GCSE exam in languages; this was just 43% in 2011. French and German have seen the biggest falls in numbers; however, Spanish and many of the lesser taught languages have become more popular. At ages 16-18, the numbers studying languages have remained steadier. This relative success is mainly due to the maintenance of language learning in independent schools, which educate around seven per cent of the school population in England, but account for over 40% of Advanced level entries in languages. This reveals a key concern for the future of language teaching in England – that of social inequality.

The current Government is encouraging schools to prioritise languages by introducing the ‘English Baccalaureate’ – an overarching form of certification for students who obtain good passes in five key subjects including a language. The government’s advisory panel on the national curriculum has recommended that language learning should again be made compulsory for all students up to the age of 16. 

Languages are taught as subjects. There are also pilot and individual CLIL schemes which involve the use of another language as a medium of instruction1. There has been a clear curriculum, and skills are monitored using national instruments. These National Curriculum ‘attainment target’ descriptors are based on the Languages Ladder (DCSF 2007) which is aligned with the CEFR. 

National examinations exist for 28 languages and many secondary schools facilitate access to these for pupils who have developed competence in them – usually outside mainstream school. An initiative developed as part of the National Languages Strategy – Asset Languages – successfully developed examinations in new languages such as Cornish, Tamil and Yoruba for which previously no examination existed. 

In Cornwall, a small but increasing number of secondary schools offer Cornish usually as an extra-curricular subject. There is no curriculum on offer to schools. There is some teaching of Welsh and Irish in urban centres such as London.

The standard English curriculum is usually used for English as a second language (EAL)2. There is a diagnosis of English language skills before entering secondary education and skills are monitored regularly using age-appropriate standard instruments. The Ethnic Minority Achievement Grant has also been used for language support in Secondary schools (see above – Primary)

Towards an integrated curriculum. CLIL National Statement and Guidelines 2009
Source: www.naldic.org.uk/eal-teaching-and-learning/faqs

Languages in Further and Higher Education

Further Education (in three institutions)

 

Établissement A Établissement B Établissement C

LRM

Langues R/M

LE

Langues étrangères

LM

Langues des migrants

LRM

Langues R/M

LE

Langues étrangères

LM

Langues des migrants

LRM

Langues R/M

LE

Langues étrangères

LM

Langues des migrants
Gamme de programmes de soutien en langue
large variété limitée aucun 
none 3 none none 1 none none 3 3
Programmes scolaires
cohérent et explicite général pas de lignes directrices 
none 3 none none 3 none none 3 3
Niveau requis
dépend du CECRL des normes nationales non spécifié non applicable
0 2 0 0 2 0 0 2 0
Financement public disponible
total partiel aucun 
none 2 none none 2 none none 2 2

LN - SOUTIEN SUP

Langues nationales

LN - SOUTIEN SUP

Langues nationales

LN - SOUTIEN SUP

Langues nationales
Gamme de programmes de soutien en langue
large variété limitée aucun 
3 3 3
Groupes cibles
tous restreint aucun 
3 3 3
Programmes scolaires
cohérent et explicite général pas de lignes directrices 
3 3 3
Compétences professionnelles
oui non 
3 3 3
Amélioration des compétences générales
oui non 
3 3 3
Financement public disponible
total partiel aucun 
2 2 2
Stages en entreprise
intégrés dans le cursus en option aucun 
1 1 1
Utilisation des instruments de l'UE
oui non 
1 1 1

Languages offered across 3 VET institutions in England

R/M Languages

-

Langues étrangères

French, German, Spanish, Greek, Italian, Japanese, Portuguese, Russian

Langues des migrants

Arabic, Chinese, Turkish, Urdu

Higher Education (in three institutions)

 

Établissement A

Établissement B

Établissement C

Langue(s) d'enseignement
n'importe quelle langue nationale et étrangère nationale uniquement 
1 1 1
Langues sur le site web
Nationales, étrangères et R/M nationales et étrangères nationales uniquement 
1 1 1
Groupes cibles pour un soutien supplémentaire dans la langue nationale
tous  restreint aucun
3 3 3
Niveau requis dans l'enseignement en langue étrangère
dépend du CECRL des normes nationales ou propres à l'établissement non spécifié
2 2 2
Recrutement d'étudiants non nationaux
Internationaux et immigrants internationaux uniquement locuteurs natifs de la langue nationale uniquement
3 2 3
Mobilité pour les étudiants en langues
obligatoire facultative aucune offre
2 3 3
Mobilité pour les autres étudiants
obligatoire facultative aucune offre
2 2 2

Languages offered across 3 higher education institutions in England

English, French, German, Russian

Although the three vocational institutions surveyed for Language Rich Europe provide language support, across England there is very little provision for languages alongside vocational courses. A survey in 2006 estimated that less than one per cent of all students on vocational courses were studying a language. Those that were, were mainly studying Spanish in either Travel and Tourism or Business courses. A 2011 follow up survey found that provision had declined even further and that very few attempts were being made in the sector to link languages to the world of work1.

English universities offer a wide range of languages as degree subjects or complementary modules. Traditional language and literary studies have always been strong in the older universities. There has, however, been a decline in language study over recent decades. Since 2005 languages have been designated ‘strategically important and vulnerable subjects’ in English higher education. This means that they qualify for additional public funding to address declining national capacity. There is a lack of degree courses in the four most widely spoken community languages (the UK term for what LRE refers to as immigrant languages): Urdu, Cantonese, Panjabi and Bengali, and barriers to professional training in community languages for teaching, translation and interpreting have been identified as concerns2. The concentration of languages in the older universities, the narrow student class profile of language undergraduates and the low incidence of courses combining languages with scientific and technological subjects are additional concerns in the sector.

Vocationally related language learning in further education, CILT, 2006
Community Languages in Higher Education, McPake and Sachdev, Routes into Languages, 2008

Languages in Audiovisual Media and Press

 

London

Sheffield

Nombre de langues à la radio
>4 3-4 1-2 langue nationale uniquement 
4 4
Nombre de langues à la télévision
>4 3-4 1-2 langue nationale uniquement 
4 1
Productions télévisées en langues non nationales
sous-titrées doublées
4 4
Films au cinéma en langues non nationales
sous-titrées doublées
2 2
Programmes en langues R/M hors région
toujours régulièrement parfois jamais
2 2
Disponibilité du langage des signes à la télévision
toujours régulièrement parfois jamais
3 3

Languages offered in audiovisual media and press across 2 cities in England

Radio

Many languages, e.g. Greek, Turkish, Asian languages etc.

Television

Many FL channels are available via Freeview, online, satellite, etc. In the UK the concept of ‘terrestrial channel’ is largely irrelevant for most people now

Journaux

French, German, Italian, Arabic, Turkish, Albanian, Chinese, Dutch, Irish, Kurdish, Polish, Russian, Serbian, Spanish

The use of languages other than English is not prevalent in mainstream audiovisual media (such as radio and terrestrial television), although there are some relatively popular subtitled detective series; in the newer media, however – cable television, satellite, online – European and minority language television channels are widely available. There are also many community radio programmes available in English cities. Newspapers are available in a large repertoire of other languages especially in large cities. Foreign language films in the UK are invariably shown in the original language with subtitles in both cinema and on television. Sign language is regularly offered in important media events in all cities and broadcasters are required by law to cater for hearing-impaired viewers.

Languages in public services and spaces

Institutionalised language strategies at city level

> 4 3-4 1-2 langue nationale uniquement

fréquence d'utilisation : largement utilisée occasionnellement utilisée non utilisée

London

Sheffield

Services municipaux

6 6

Présence dans le site web

3 6

Rapports municipaux annuels

3 0

Traducteurs et interprètes externes ou internes

6 6

Compétences dans des langues autres que la langue nationale dans les descriptions de postes des employés

3 0

Plan ou programme en place destiné à améliorer les compétences en langues

2 0

Recrutement de personnes multilingues pour soutenir les objectifs de l'organisation

3 3

Offre de formation en langues aux employés

0 0

Registre des compétences en langues des employés régulièrement mis à jour

3 0

Programmes de récompense ou de promotion pour les employés capables de communiquer correctement dans une autre langue

0 0

Oral Communications Facilities

>4 3-4 1-2 langue nationale uniquement

London

Sheffield

Débats politiques et processus de prise de décision au niveau du conseil municipal

4 4

Services de l'éducation

4 4

Services d'urgence

4 4

Services de santé

4 4

Services sociaux

4 4

Services juridiques

4 4

Services de transport

4 1

Services d'immigration et d'intégration

4 4

Services du tourisme

4 1

Programmes de théâtre

4 1

Written Communications Facilities

>4 3-4 1-2 langue nationale uniquement 

London

Sheffield

Débats politiques et processus de prise de décision au niveau du conseil municipal

4 4

Services de l'éducation

4 4

Services d'urgence

4 1

Services de santé

4 4

Services sociaux

4 4

Services juridiques

4 4

Services de transport

4 1

Services d'immigration et d'intégration

4 4

Services du tourisme

4 4

Programmes de théâtre

4 1

Languages offered in public services and spaces across 2 cities in England (N ≥ 2)

Arabic, Bengali, Chinese, Urdu, Somali, French, Gujarati, Panjabi, Turkish, Japanese, Polish, Spanish, German, Greek, Hindi, Italian, Persian, Russian, Tamil, Dutch, Vietnamese, Yoruba

In the cities surveyed, police, health services, courts and local government all make extensive use of translation and interpreting services and both written and online information is made available in a variety of languages. The languages supported are defined by the languages of the communities being served.

Languages in business - 21 companies

General Language Strategies

Largement utilisée

Occasionnellement utilisée

Non utilisée

Stratégie linguistique en place

8 4 9

Accent mis sur les compétences en langues lors du recrutement

8 9 4

Clause de mobilité internationale

9 7 5

Recours à des traducteurs/interprètes externes

7 8 6

Tenue de registres sur les compétences en langues du personnel

0 12 9

Utilisation de réseaux pour la formation en langues

4 6 11

Utilisation de programmes / financements de l'UE

0 1 20

Connaissance des programmes / financements de l'UE

0 3 18

Internal Language Strategies

Largement utilisée Occasionnellement utilisée Non utilisée

NL

FL-R/M - IL

NL

FL-R/M - IL

NL

FL-R/M - IL

Partenariats avec le secteur de l'éducation pour les langues

3 4 5 4 13 13

Programmes de récompenses / promotion basés sur les compétences en langues

2 3 4 4 15 14

Offre d'une formation en langues

10 8 7 6 4 7

Utilisation du CECRL

0 0 7 6 14 16

Langues utilisées pour les documents sur le lieu de travail/l'intranet

21 8 0 6 0 7

Langues utilisées pour les logiciels, les programmes web

21 7 0 4 0 10

External Language Strategies

Largement utilisée Occasionnellement utilisée Non utilisée

NL

FL-R/M - IL

NL

FL-R/M - IL

NL

FL-R/M - IL

Langues utilisées pour les rapports annuels/rapports d'activité

21 8 0 3 0 10

Langues utilisées pour le marketing

21 9 0 7 0 5

Langues utilisées pour la promotion de la marque/l'identité

19 12 2 5 0 4

Langues utilisées pour le site web

21 12 0 4 0 5

Languages offered in business across 21 companies in England (N ≥ 2)

French, Chinese, Spanish, Italian, German, Arabic, Japanese, Russian, Polish, Welsh, Catalan, Hindi, Portuguese

Estimation of skill needs by UK employers tends not to reveal a very strong demand for languages1. On the one hand this may be because many monolingual employers have a rather narrow perception of the value of languages to their business; on the other because those that do value language skills are able to recruit from a plentiful supply of multilingual foreign-born workers. However, employers organisations such as the CBI regularly highlight the importance of language competence for competitiveness in the global economy, and a recent survey showed that only a quarter of British businesses had absolutely no need of language skills2. Recent research on Small and Medium Sized Businesses approaches to exporting showed they regard language and associated cultural issues as one of the biggest barriers to doing business overseas3.

Leitch Review of Skills, ‘Prosperity for all in the global economy: world class skills’ 2006
Building for Growth: business priorities for education and skills, CBI Education and Skills survey 2011
The eXport factor, British SME’s approach to doing business overseas, Barclays and Kingston University Small Business Research Centre, 2011

Key Findings overall

England’s lack of ‘national capability’ in languages has been a matter of considerable debate in recent years and in particular since the Nuffield Languages Inquiry of 2000. At policy level and in public discourse, languages are described as important, but in practice and provision there have been many fault lines. This is undoubtedly a reflection of the growing importance of English as a lingua franca and a continuing perception that ‘English is enough’, and that other languages are ‘important but not essential’1. Despite this there has been significant progress and innovation in introducing the early learning of other languages, in supporting community languages and in promoting of language competence to young people. Partly as a result of this, languages remain on the political agenda – the case is not closed.

1 King et al Languages in Europe, Towards 2020 - Analysis and Proposals from the LETPP Consultation and review. London 2011

Promising initiatives and pilots

England has been particularly active in bringing forward evidence to demonstrate the need for languages and in developing coherent rationales for language learning.

The National Languages Strategy (2002-2011) was responsible for a number of key initiatives, especially the creation of a framework for language learning 7-11 (The Key Stage 2 framework for Languages) and a new assessment framework (The Languages Ladder/Asset languages) based on the CEFR. It also supported links between mainstream and complementary schools such as the Our Languages initiative. 

Routes into Languages, managed by the University of Southampton has targeted secondary school students with messages about the importance of language learning through direct engagement with universities and student ambassadors. It has brought universities into contact with schools and developed some highly successful models of collaboration. 

The 2011 report Labour Market Intelligence on Languages and Intercultural Skills in Higher Education (CILT) demonstrated the need for a wide range of languages across both public and private sectors in combination with different workplace skills. 

In 2011 a new campaign was launched to support language learning - Speak to the Future. This has built a broad coalition of support around five key issues to promote the importance of language skills and bring about changes in policy and attitudes.

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