The UK's Languages Crisis: Time to Embrace Our Imperfection?

John Worne | 24th March 2025 | Opinion Articles

In the following opinion article John Worne argues that the UK’s national narrative needs to evolve to encourage regular engagement with languages at all levels. Rather than focusing only on 'fluency', a more appropriate measure is proficiency and utility. Alongside recognition of the UK's extensive existing linguistic diversity, it is time to recalibrate our approach to languages in the UK and develop a more positive mindset and inclusive approach.

The comprehensive overview of languages education in the UK provided by Wendy Ayres-Bennett and Charles Forsdick presents a concerning picture. As Chief Executive of the Chartered Institute of Linguists (CIOL), I engage daily with the challenges they describe.

Underlying the systemic issues in the UK's education system is a deeper cultural challenge: the tyranny of 'fluency' in English-speaking countries. As I set out in a recent Lord Mayor’s Lecture, many people believe that unless they are completely fluent in another language, their linguistic skills have no value. This perspective leads to a significant underutilisation of existing language capabilities and discourages many from developing their skills further.

Language competency exists on a spectrum. The Common European Framework of Reference for Languages (CEFR) recognises six levels, from basic user (A1, A2) through independent user (B1, B2) to proficient user (C1, C2). Each level represents valuable capabilities. At B1, for instance, an individual can navigate many situations, express opinions and handle work-related discussions – genuinely useful skills that nonetheless fall short of 'fluency'.

English monolingualism often manifests in a lack of appreciation of others' efforts to make themselves understood. Members of the CIOL are defined by their excellent language skills – many are translators or interpreters, all highly proficient in multiple languages. A characteristic of members, alongside most people with high levels of linguistic attainment, is their appreciation of all forms and aspects of linguistic ability, as they regularly describe in our CIOL Voices series of blogs.

This appreciation stems from their understanding of how challenging it is to achieve and maintain linguistic excellence. In their own language learning journeys, they will have often experienced being discouraged and being picked up on their accents and minor linguistic errors. Learning languages requires both dedication and courage.

Despite schools' best efforts, exposure time remains crucial for language acquisition. The positive aspect is that hours of exposure can accumulate through various channels beyond formal study – travel, immersion, holidays and exchange programmes can all supplement language exposure. While the loss of UK participation in Erasmus+ has significantly impacted young people's opportunities for immersion in European languages, the Government's proposed 'UK EU Reset' offers potential for reciprocal youth mobility.

A substantial proportion of people in the UK – approximately one-third by most estimates – possess useful language skills at CEFR levels A2, B1 or higher, acquired through education, family background or time abroad. These skills could be further developed with relatively modest investments of resources and effort. Instead, these linguistic resources remain dormant and diminish because they are perceived as inadequate, not valuable or simply not known about. Most UK employers remain unaware of the languages available to them within their workforces.

One key to addressing the UK's apparent monolingualism is recognising it as largely a myth. The UK possesses considerable linguistic resources in Home, Heritage and Community Languages, alongside the languages of the many EU and international citizens who have chosen to make the UK their home.

Digital language learning applications and online resources also present significant opportunities. While these tools cannot substitute for formal education, they can help to develop and maintain language skills and provide flexible additional learning opportunities.

The UK’s national narrative needs to evolve to encourage regular engagement with languages at all levels, rather than focusing only on 'fluency'. A more appropriate measure is proficiency and utility, or 'communicative competence'. The ability to communicate effectively in a language is both valuable and motivating. Focusing on functional language use creates a virtuous cycle of 'learning by doing' and positive reinforcement.

Ayres-Bennett and Forsdick's discussion of Further Education provision is particularly relevant. Their call for reconceptualising language provision in this sector aligns with business requirements. Many employers, particularly SMEs, need staff with practical language skills. CEFR levels B1 or B2 can be useful when advanced academic language proficiency is not available to smaller businesses.

Looking ahead, there are reasons for cautious optimism. Ayres-Bennett and Forsdick note increased attention to Home, Heritage, and Community languages in UK education policy. This recognition of the UK's existing linguistic diversity, combined with digital learning tools and more flexible approaches to assessment, could help create what Mary Louise Pratt termed 'a new public idea about language'.

To realise this potential, we must celebrate and develop language skills at all levels and move beyond a 'fluency or bust' mindset. This means valuing communicative competence and supporting flexible, lifelong learning while encouraging more people to use their languages in professional contexts. We should also be prepared to celebrate accented speech and be more tolerant of vocabulary and grammatical errors, where these are not critical. We need to be more supportive when people start to use their languages more.

The challenge is substantial, but so is the opportunity. In an interconnected world, cross-cultural and cross-linguistic communication will always be valuable – even, and perhaps especially, in the age of AI. Expecting everyone to speak perfect English is both unrealistic and disrespectful. It is time to recalibrate our approach to languages and develop a more inclusive perspective, as I said to the BBC over a decade ago, that promotes ‘functional’ over ‘fluent’, which will better serve individuals, employers and UK society.

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