This interim Department for Education (DfE) report evaluating language programmes shares factors that are important for strengthening the teaching and learning of modern foreign languages (MFL).

On 15th September, the DfE published a report that shared interim findings from an evaluation of the delivery of four programmes that support MFL provision in schools in England.

The four DfE language programmes in the evaluation are, as primary foci, the Language Hub programme, and the Language Assistants programme run by the British Council. Then, as  as secondary foci, the UK German Connection (UKGC), and the German Project (GPP).  However, the executive summary of the report notes that the Language Hubs programme was discontinued in December 2024 but the authors still wanted to present the findings, as they were collected before the decision was made and so thought it best to share them for ‘transparency with a focus on how this learning can be used for future language policy.’ 1

The evaluation was run for a few reasons:

  • there was a decrease in the uptake of languages at GCSE Level, especially among disadvantaged pupils
  • the Teaching Schools Council’s Modern Foreign Languages Pedagogy Review (MFLPR, 2016) argued that the vast majority of young people should take an MFL at GCSE
  • to understand how well the four initiatives have been implemented, how well they are running and the impact on teachers, Language Assistants, schools and pupils. 1

Researchers carried out surveys between April and November 2024, alongside conducting interviews and gaining case studies.

Key findings

As well as evaluating the effectiveness of the specific language programmes mentioned, the DfE also used the findings to identify key factors that are important in strengthening the teaching and learning of languages.

  • “networking and collaboration between schools to help staff reflect on and revisit their pedagogies and curriculum
  • staff access to high quality continuing professional development (CPD) and sources of support and advice from outside the school (e.g. access to the German Expert Mentors (GEMs), specialist German teachers)
  • languages need to have sufficient curriculum time
  • supportive school senior leadership to strengthen the status of languages in school
  • lessons that focus on grammar, phonics and vocabulary, use as much of the target language as possible, are briskly paced and cover a range of activities
  • the delivery of activities and events to build and maintain pupil enthusiasm for languages, for example contact with schools abroad, cultural activities
  • provision to support Home Heritage and Community Languages (HHCL) including opportunities to take HHCL GCSEs
  • opportunities for pupils to work with Language Assistants (native speakers) who can offer small groups support and broaden pupils’ cultural knowledge” 1

The question now is: what will they do with these key findings?

 

Read the interim report 

 

Reference

  1. Department for Education. (2025) ‘Language programmes evaluation: Interim report’. Available at: https://assets.publishing.service.gov.uk/media/68b86adf536d629f9c82aa5b/Language_programmes_evaluation_interim_report.pdf  (Accessed: 18 September 2025)

 

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  • Kat Cauchi

    Kat is the former editor of R.I.S.E. Magazine. She is the chair of the BESA Women’s Educational Suppliers Network, a Global Equality Collective member, InnovateHer ambassador and TechUpWomen Mentor. She is a also a 2023 #TechWomen100 award winner and 2022 Nexus Education award winner.

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