‘We’re not teaching them to order baguettes’ – languages enjoy a renaissance in schools

Language enrollment in Welsh schools is experiencing a notable revival, driven by a fresh teaching strategy that has captured the interest of students like Hugo. The Cardiff University-led modern foreign languages (MFL) mentoring project, which initially aimed to help students choose whether to study French at GCSE, has unexpectedly sparked a broader curiosity for languages, including Mandarin. This shift marks a reversal of the declining trend that saw the number of pupils taking French and German almost cut in half between 2015 and 2021.

Breaking the traditional mold

Lucy Jenkins, the project’s leader, emphasized that the approach focuses on fostering a deeper connection to language through cultural exploration. “It’s not so you can order a baguette in a boulangerie,” she explained. “It’s so you can understand that others see the world differently, experiencing it through unique perspectives and senses.” The curriculum now incorporates elements like sports, performance, body language, and gestures, with no language instruction in the early stages.

“We get them to think about the world they live in, the things they do, and the food they eat. Then we start to think about the language itself.”

Initially launched in 15 schools in 2015, the program evolved significantly over time. Student mentors, such as Firial Benamer, a PhD student in Cardiff, noted that the early version was more functional, with university students teaching grammar and vocabulary. However, the program now emphasizes cultural immersion, offering mini-tasters of languages alongside topics like identity and global perspectives.

Cultural curiosity as a gateway

Firial, who grew up in Libya and moved to Swansea as a teenager, shared how her personal journey with languages influenced the program. She has learned Japanese and Turkish, driven by her passion for anime and Turkish media. “Culture and the way language is part of daily life are what draw people in,” she said. “It’s not just about memorizing words—it’s about understanding different ways of living.”

For students like Hugo, the experience transformed their view of language learning. Initially unsure about its relevance, he now includes Mandarin in his Duke of Edinburgh award, calling it “a vastly different language from English.” Similarly, Jake found the process engaging, particularly when learning letters in Chinese and Japanese scripts. “It’s harder, but more fun,” he said, highlighting the interactive nature of the program.

Shifting attitudes and future aspirations

Cali and Maisy echoed similar sentiments, noting that language study opens doors to new opportunities. “It creates pathways for jobs or further education,” Maisy added. Cali pointed out that many students previously thought English was sufficient, but the program helped them see the value of linguistic diversity.

Recent data from the British Council shows a 3.6% rise in language uptake during 2023-24 and a 9.6% increase in 2024-25, with 4,292 entries in 2025. This growth underscores the program’s success in rekindling enthusiasm for language learning among students who were once hesitant. As the initiative expands to 111 schools, its focus on identity and cultural connection continues to shape a more dynamic approach to education.