Headline findings for 2024/25:
- 64% of responding secondary schools reported that in S4, multi-level classes are being taught to make class numbers for languages viable.
- 98% of primary schools surveyed taught languages in the last school year.
- Spanish has now surpassed French in senior exams for the first time, with combined entries for Spanish rising nearly 50% in the last decade.
- Almost a third of local-authority secondary schools report opportunities for pupils to learn ‘home’ or ‘community’ languages.
- Just 4% of responding local authority secondary schools employ Language Assistants, while most Independent schools surveyed say they do.
- 67% of primary schools surveyed don’t engage with international opportunities.
- 41% of local authority secondary schools say recruitment of language teachers is an issue.
Language learning in Scottish schools stands at a critical juncture, according to new British Council research launching today - impacted by changing patterns of uptake, mounting teaching pressures, and resource constraints.
The first-ever Language Trends Scotland report, surveyed teachers in secondary schools and primary schools across the country to learn more about modern language provision. In total, 129 local authority primary schools and 113 local authority secondary schools responded from the majority of Scotland’s local authorities, alongside responses from independent primary and secondary schools.
The report shows that in S4, ‘multi-level classes’ are run in the majority (64%) of responding local authority secondary schools, which means that language teachers are combining different course levels in the same classroom. Teachers report other specific pressures in S4 with 55 per cent of responding local authority schools saying that timetabling prevents some learners from taking a language, and 52 per cent saying classes won't run if numbers are too low.
These challenges continue in S5 and S6 where 49 per cent of responding local authority secondary schools teach multi-level classes to keep up provision while classes simply do not run in nearly a third (31%) of responding secondary schools if only a few learners wish to study a language. Despite these pressures, teachers show significant commitment in running multi-level classes rather than see these language options disappear.
Against this backdrop, the research reveals a significant shift in language preferences. While French remains the most popular language in S1 and S2 - taught to all learners in over 70 per cent of schools, Spanish surpassed French at Advanced Highers for the first time in 2024. Spanish entries combined (National 2- to Advanced Higher) have increased 50 per cent in the last decade.
This comes as entries for French, German, and Spanish combined have declined by 19 per cent for Highers and 26 per cent for Advanced Highers since 2019. However, there are positive signs with language entries at National levels (2-5) rising by six per cent during the same period.
German entries have shown signs of recovery in the past year, with a six per cent increase across all exam levels combined from 2023 to 2024, including a 19 per cent rise at Advanced Higher from 80 to 95 entries in Scotland.
Outside the popular languages of French, Spanish and German, Mandarin has shown significant growth in Scottish schools. While currently taught in just two per cent of schools in S1, entries have increased over 50 per cent for Highers, growing from 165 entries in 2019 to 275 entries in 2024. Advanced Higher numbers have also grown from 55 to 100 entries in 2024.
Almost a third, (29%) of local authority secondary schools offer opportunities for pupils to take exams in their ‘home or community languages’ - the languages other than English spoken daily in their homes and communities. While an additional 12 per cent of schools enable pupils to sit these exams elsewhere, 31 per cent report no opportunities for such qualifications.
Meanwhile, the research shows both differences and shared challenges between local authority and independent sectors. While independent secondary schools report a high uptake in languages – both sectors see a drop in learner numbers between S2 and S3. This is the case in 30 per cent of responding local authority schools who report no learners studying more than one language in S4. The report shows that while local authority secondary schools offer a variety of languages, including Italian and Urdu, 41 per cent report issues with teacher recruitment.
International engagement also varies between sectors. Whilst 67 per cent of responding local authority secondary schools manage to organise trips abroad and 36 per cent engage with cultural institutes, only 4 per cent report employing a language assistant - though 79 per cent say they would do so if budget permitted. Independent schools, by contrast, maintain more extensive international links, with most of those surveyed employing language assistants and sustaining regular connections through exchange programmes and cultural partnerships.
Amid these challenges, there is reason for optimism. The report shows strong foundations at primary level with 98 per cent of local authority primary schools teaching modern languages, and 77 per cent of teachers at primary having taught languages for more than five years. This indicates that the Scottish Government’s 1+2 language policy, which aims to provide all children with the opportunity to learn two additional languages, has gained traction.
Peter Brown, Director British Council Scotland says the report is being launched at a crucial time: "As a languages graduate myself, I know firsthand how learning a language can open up a whole new world of opportunities. My time as a language assistant in Hamburg changed my perspective entirely and shaped the course of my life. These experiences showed me how powerfully language learning can build bridges between cultures.
"At the British Council, we know that learning a language builds connections, trust, and understanding between people, communities, and countries. Strong language skills and international experiences are vital for Scotland's future as young people face an increasingly complex global landscape.
He adds about the report: "While it's encouraging to see a slight increase in some language exam entries over the last year, I’d like to see this continuing, and that international opportunities become more widely available, giving more young people the chance to transform their own lives through language learning”.
Dr Ian Collen, one of the report's authors from Queen's University Belfast, adds: "The inaugural Language Trends Scotland research has been a fascinating study and provides a comprehensive and qualitative picture of modern language provision in Scotland. Alongside accounts from teachers on the ground in schools across the country, the data reveal complex patterns in modern language provision. While it’s hugely positive to see these green shoots with wide-spread implementation at primary level, the significant changes in qualification entries at senior level raise important questions about progression through secondary education and thus into Further and Higher Education. Everyone in Scotland needs to take these findings seriously and work collaboratively to assure the pipeline of future linguists”.
The Language Trends Scotland report establishes a comprehensive and independent picture of modern language teaching across Scottish schools and joins a suite of British Council language trends studies conducted across the UK.
To find out more about the British Council’s Language Trends Research and the picture emerging of language teaching and learning across Scotland and the UK, please visit https://scotland.britishcouncil.org/language-trends-scotland
The research continues the British Council's work wider work in building connections, understanding and trust between people in the UK and overseas through arts and education. To find out more about their work Scotland visit https://scotland.britishcouncil.org or follow on X, or Facebook .
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