Key findings from Language Trends England 2026:
· Almost seven in ten state secondary schools say they cannot organise classes for pupils in Year 7 according to the language(s) they learn at primary school
· Nearly half of state secondary schools are unable to run A-Level classes if a minimum number of pupils is not met
· Around half of state secondary schools reporting recruitment of qualified modern foreign language teachers an “issue” down by two thirds on previous years
· Spanish is the most popular language GCSE after overtaking French
· Independent schools using AI in lessons more than state schools
More than half of secondary schools in England do not teach same language as learnt by children in primary school, a new report has revealed.
More than seven in ten secondary schools surveyed for Language Trends England 2026 reported that they cannot organise classes for pupils in Year 7 according to the language(s) they learned at primary school.
Schools are spending less time allocated to languages at both primary and secondary level with a quarter of primary schools reporting reductions in favour of other curriculum subjects.
One fifth of state secondary schools reported the number of language teaching hours had reduced, citing competing curriculum demands and staffing pressures as drivers, with some also pointing to wider curriculum and policy changes.
Up to 43 per cent of the 258 schools responding said classes at A-Level do not run if a minimum number of pupils is not met, an increase from 35 per cent in 2025.
Recruitment challenges remain a significant issue across the sector
The survey found more than half of state secondary schools (51 per cent) report recruitment of qualified modern foreign language teachers is an issue, however that is down from around two thirds recorded in previous years.
Around two-thirds of independent schools reported recruitment of qualified language teachers as an issue, slightly more than last year and more than state secondary schools.
The main drivers being small applicant pools and a shortage of qualified modern foreign language teachers, particularly dual linguists and teachers of German. Respondents also highlighted concerns about the preparedness and experience of some trainees and early career teachers. Other challenges included financial pressures, difficulties covering short-term staffing needs and visa constraints.
Spanish has overtaken French as the most popular GCSE language
The report also found that Spanish has become the most widely entered GCSE language, overtaking French.
Entries for Spanish GCSE rose by 2.2 per cent on 2024 and 35 per cent on 2019. French fell slightly compared to 2024 (-1.6 per cent) but remains above pre-pandemic levels.
German continues its decline, with entries down by seven per cent on 2024 and 21.7 per cent on 2019. Entries for Other Modern Languages (all languages except French, German, Irish, Spanish and Welsh) were up by 1.5 per cent on 2024.
Independent schools use Artificial Intelligence (AI) more than state schools
Last year, most independent schools (42 out of 63; 67 per cent) reported only occasional use of AI whereas the number of schools reporting now regularly using AI technologies in teaching has increased (33 out of 76; 43 per cent).
Around 46 per cent of (35 out of 76) independent schools occasionally use AI when teaching, suggesting growing confidence in the use and application of technologies such as ChatGPT.
Levels of use are also higher than in state secondary schools, the Language Trends Report finds, where only around a third reported regular use and just under a fifth reported no use.
In primary level, just over 60 per cent of respondents never use AI technologies and almost a third of respondents use it occasionally in a few lessons per month; compared with the 2025 figures, there is a shift towards using AI in classrooms.
Dr Ian Collen, Reader in Modern Languages Education (PGCE) and Academic Lead of the Northern Ireland Centre for Information on Language Teaching and Research (NICILT) at Queen’s University Belfast, said:
“The transition from primary to secondary school is widely recognised in academic research as the most disruptive stage in a child’s education.
“Yet the systems designed to ensure continuity in language learning remain worryingly underdeveloped and underfunded.
“The national curriculum for languages must be understood as a coherent pathway from ages 7 to 14, with clear vocational and academic routes beyond that.
“As artificial intelligence becomes more embedded in daily life, the human ability to connect with and understand others remains central to British values.”
Vicky Gough, Schools Adviser at the British Council, said:
“There are many challenges facing language education in schools in England. Addressing these challenges will require collaboration across the education sector, with government, schools, teachers, universities and employers working together to develop and implement sustainable solutions.
“The British Council believes every young person should have the opportunity to learn a language and develop the international skills that will help them thrive in an increasingly connected world.
“Language learning not only broadens horizons and deepens cultural understanding, but also opens doors to further education, employment and global opportunities.”
ENDS