Opportunities for all in language learning: overcoming the social divide

The article takes as its starting point the current English government's ambition to ‘break down barriers’ in education by enabling every young person to follow the educational pathway that is right for them, with specific reference to language learning at secondary level (Key Stages 3 and 4). Recent Language Trends data demonstrate systemic inequality in access to language education according to socio-economic status (SES). The authors identify and discuss the four main factors which have driven this inequality, namely: a neoliberal policy in respect of languages; neoliberal education policies more generally; school segregation by SES cohort intake in England, especially at secondary level; and an outdated and elitist understanding of the purpose of language study itself. Engaging critically with the arguments commonly used against the need to increase England's language learning capacity, the authors set out a holistic rationale for language learning as beneficial to the whole nation, emphasising its social, rather than purely economic aspects. They conclude by proposing a set of concrete policy measures to address the social divide in language learning, and misconceptions about language learning more generally.