2026年英国语言趋势

Language teaching in primary, secondaryand independent schools in England Survey report by Ian Collen, Natalie Finlayson and Helen McKelvey www.britishcouncil.org Contents Introduction3Headline findings 20264Policy context and background5Research outline8Findings from primary schools10Profile of responding primary schools10Curricular languages taught in primary schools11Primary language learning resources13Home, Heritage and Community languages in primary schools14International engagement17Curriculum Review19Barriers and additional support for primary language learning20Good Practice21Transition from Key Stage 2 to Key Stage 322Contact between primary and secondary schools22Continuity from Key Stage 2 to Key Stage 325Findings from state secondary schools28Profile of responding secondary schools28Curriculum time for languages in state secondary schools30Languages at Key Stage 332Languages at Key Stage 434Languages at A-level46Home, Heritage and Community Languages49Resources and pedagogical approach51International engagement53Curriculum Review55Stakeholder engagement56Challenges to language learning in state secondary schools57Findings from independent secondary schools60Entrance exams in independent schools60Language provision and enrichment subjects in independent schools61Home, Heritage and Community Languages in independent schools64Key Stage 4 language examinations in independent schools64Post-16 language provision in independent schools65International dimension in independent schools66Use of Artificial Intelligence (AI) technology in the independentlanguages classroom67Challenges to language learning in independent schools68Conclusion70Reference Bibliography71 Introduction The British Council is pleased to present the results ofLanguage Trends England 2026. TheBritish Council is the UK’s international organisation for cultural relations and educationalopportunities. Its mission is to support peace and prosperity by building connections,understanding and trust between people across all four nations in the UK and countriesworldwide. These connections bring wide-ranging benefits. People and organisations from around theworld are encouraged to visit, study in and partner with the UK, strengthening its globalreputation and influence and driving economic growth. By connecting UK expertise in arts,culture and education with its global presence and networks, the British Council unlockspotential and transforms lives. It supports artists to share their distinctive voices and provideseducators with the tools to shape generations. Among the areas of education supported bythe British Council, language learning plays a vital role in helping young people in the UK todevelop the confidence to shine, preparing them for life in a globally interconnected society. Language Trendsis an annual survey of primary and secondary schools in England. Since itsfirst release in 2002, it has become a widely referenced overview of language learning atschool level. Designed to gather information on the current situation for language teachingand learning, the report reflects on the impact of policy measures and highlights strengthsand weaknesses based on quantitative data and qualitative comments from teachers. There are nowLanguage Trendsreports for all four devolved nations of the UK as well asIreland: Wales (since 2015), Northern Ireland (biennially since 2019), Scotland (since 2025)and Ireland1(since 2026). This series shows longitudinal trends and general shifts in data,providing a snapshot of the current language education landscape for teachers, schoolleaders, academics, inspectors, policymakers, school pupils and the public to consider aspectsof language learning more deeply.2 The British Council commissioned Queen’s University Belfast to conduct the survey forLanguage Trends England 2026and produce this report. We would like to thank teachers fortaking part in the research. Without their participation, this work would not be possible. Headlinefindings 2026 The headline findings for 2026 include: •Primary schools show growing engagement with international activity, including partnerschool links, participation in global projects and work with cultural organisations. Manyalso foster multilingual awareness through whole-school approaches that celebrate Home,Heritage and Community Languages and integrate multilingualism across the curriculum; •Curriculum time for languages is under pressure, with over a quarter of primary schools andaround a fifth of state secondary schools reporting reductions at Key Stage 3; •Despite increasing attention to transition between Key Stage 2 and Key Stage 3, stateprimary and secondary schools continue to report challenges in ensuring continuity andprogression; only 2 per cent of state secondary schools report that all pupils continue withthe language studied at primary school; •Spanish has overtaken French as the most widely entered GCSE language; •Post-16 language provision in state