Addressing the UK’s ‘languages crisis’: moving beyond skills-based language teaching through the inclusion of linguistics in secondary education

The decline in language learning in the UK calls for revisions to the languages curriculum and approaches to assessments.

Language learning in UK secondary education is largely skills-based (focussing on reading, writing, speaking and listening) and eschews the analytical and critical study of language. Linguistics, including the study of language variation and change, could fill this gap and enrich the curriculum.

The Linguistics in Modern Foreign Languages project has led on interventions to introduce linguistics into school-based language learning in three stages: first, mini-courses introducing key concepts of French, German and Spanish linguistics were developed and delivered in A-level classes; second, academics and teachers co-created and trialled linguistics-informed materials that are aligned with current A-level specifications; third, workshops for Initial Teacher Training and Continuous Professional Development programmes were developed and delivered.

Findings from all three project stages suggest that linguistics-based content is appealing to students and teachers, may have a motivational effect, contributes to a more diverse and comprehensive learning experience, and can easily be integrated into language teaching.

We recommend (1) capitalising on existing curricula to include key insights from linguistics in the teaching and assessment of languages in UK schools; (2) considering the more substantive inclusion of linguistics in future subject specifications; (3) promoting co-creation projects between academics and teachers; and (4) integrating linguistics into Initial Teacher Training and subsequent Continuing Professional Development.