Students from disadvantaged backgrounds are more likely to attend a school where a foreign language at GCSE is considered optional rather than a core subject, research suggests.

A University of Cambridge study of 615 state schools in England found that poorer students are disproportionately concentrated in schools that do not make languages compulsory for GCSE.

Language learning is a compulsory part of the curriculum in state-maintained schools in England between the ages of 7 and 14. But in 2004 language learning ceased to be compulsory at key stage 4 (around ages 14-16).

It remains a statutory entitlement area, meaning that students should still have the option to study a language as one of their GCSE subjects. Decisions on whether to position languages as “core” or “optional” subjects beyond the age of 14 are devolved to individual schools.

GCSE languages ‘core’ or ‘optional’

The Cambridge study found a gap of 7 percentage points between the proportion of disadvantaged students at schools where languages were optional at GCSE (29 per cent of all students) and at schools where they were considered core (21.3 per cent).

It also found a difference of more than 50 percentage points in the average proportion of students at these schools who studied a language to GCSE, with 82.6 per cent at schools where languages were core versus 31.9 per cent where they are optional.

The findings, published in The Language Learning Journal, suggest that disadvantaged students have been most affected by the national decline in language study since 2004, when GCSE languages ceased to be compulsory.

Dr Karen Forbes, associate professor in second language education at Cambridge’s Faculty of Education, said the research raised concerns about widening inequalities in language learning.

“It seems obvious, but surely all children should have the same opportunity to learn a language,” she said.

“In practice, for less wealthy students these subjects are often de-emphasised. If this is not addressed, the national decline in language learning will continue and probably accelerate.”

A British Council survey of teachers at 1,011 English schools in July suggested that the difficulties in recruiting language teachers have hit schools serving disadvantaged communities the hardest.

In 2023-4, just 45.7 per cent of eligible students in England took a language GCSE. In contrast, 97.9 per cent of upper secondary students in the European Union study at least one foreign language, according to the Cambridge study.

Pepe Di’Iasio, General Secretary of the Association of School and College Leaders, said: “Many schools struggle with language provision because of difficulties in recruiting language teachers, and recruitment issues are more acute in schools in areas of disadvantage.

“It is likely that this affects whether schools are able to offer language classes as a core offer to all pupils or whether as an option to smaller groups.”

He added: “It is part of a wider picture of staff shortages which affects many subject areas.”

The impact of wider choice

The study also indicates that where schools offer a wider choice of languages, their GCSE language scores tend to be better overall.

Dr Forbes said that how schools position languages in the curriculum sends important signals to students.

“When schools frame languages as useful and important, students pick up on this,” she said. “Offering a wider range of languages also gives them a choice, and they are more likely to be motivated if they are studying a language they have actively chosen.”

Dr Forbes added that she “would love to see languages re-established as core subjects at GCSE across all schools”.

“This would signal its importance and create more equitable opportunities for students,” she said.

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