As our world becomes ever more interconnected, effective language education must promote understanding, inclusivity and multiculturalism. To achieve this, we need to integrate cultural capital and thoughtful curriculum planning into our language teaching practices.
Above all, this means that we need ambition for all of our students, regardless of their starting points. Our teaching needs to be both accessible and challenging, encouraging students to pursue proficiency beyond academic success and into life.
But the current education system sometimes limits these opportunities.
The perceived difficulty of languages and the structure of exams often discourage students from pursuing languages at GCSE.
MFL: the benefits of learning languages
One key challenge is the pressure to deliver measurable results in a short time, which can reduce language teaching to a formulaic process. Schools need to create a space where learning a language is enjoyable and a lifelong skill, not just a box to tick for exams.
To support this, there must be a shift in assessment strategies. One key approach is upstream thinking, which focuses on introducing language learning at an earlier age. By embedding languages more effectively into primary education, children have more time to explore and appreciate the cultural and communicative aspects of a language beyond exam-focused content.
And in diverse classrooms, language teaching must go beyond linguistic differences to embrace multiculturalism. Students should feel valued for their cultural perspectives, with these seen as assets, not challenges.
By integrating cultural capital - such as literature, traditions and communication nuances - into the curriculum, language education becomes a gateway for students to gain a broader understanding of the world.
Yet schools often struggle to convey the full benefits of language learning, especially when languages are competing with other subjects that are perceived as more directly linked to career outcomes. To change this perception, the curriculum should be revised to highlight the practical, real-world benefits of language skills, showcasing their value in both personal and professional contexts.
But we face barriers in curriculum planning due to constraints in time and resources, and a rigid exam structure. Teachers often feel limited by the current GCSE syllabus, which tends to prioritise grammar and vocabulary over meaningful communication and real-world language use.
A review of the GCSE curriculum could provide more flexibility for teachers to introduce creative and engaging ways of learning, with a stronger focus on communication and cultural understanding. And then we can better support educators and inspire students to see languages not just as academic subjects but as key tools for success in a globalised world.
Anthi Glymidou is associate vice-principal and MFL teacher at St Mark’s Church of England Academy, in South London, part of Anthem Schools Trust
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