Labour Market Intelligence on
Languages and Intercultural
Skills in Higher Education
Sean Mulkerne & Anne Marie Graham
May 2011
Acknowledgments
The authors would like to thank all organisations and individuals who took part in
interviews or responded to surveys as part of this research. We would also like to
thank Youping Han, Research and Information Officer, at CILT, the National Centre
for Languages for her invaluable contribution.
Authors
Sean Mulkerne is an independent researcher with wide-ranging experience, including
working with think tanks, consultancies and advocacy organisations in London and
Washington, D.C. Sean holds an MSc from the London School of Economics and
Political Science and a BA from Union College in Schenectady, New York.
Anne Marie Graham is an independent consultant, specialising in research and policy
in education, employment and skills. Anne Marie is the author of the UK Qualification
Strategy for Languages and Intercultural Skills and several publications related to the
labour market for languages. She is a linguist, with a postgraduate translation
qualification from University of Westminster.
Published by
Published by UCML with funding from the Higher Education Funding Council for
England.
University Council of Modern Languages (UCML)
t: +44 (0)23 8059 4814
f: +44 (0)23 8059 4815
e: ucml@soton.ac.uk
www.ucml.ac.uk
Copyright
This work is licensed under a Creative Commons
Attribution-Non Commercial-No Derivs 2.0 UK: England &
Wales (CC BY-NC-ND 2.0).
www.ucml.ac.uk
Contents
Abstract ..................................................................................................................... 2
Executive summary ................................................................................................... 2
Introduction ............................................................................................................... 8
The labour market for languages and intercultural skills .......................................... 11
The Demand for Language Skills in the United Kingdom ......................................... 50
The Supply of Language Skills in England and Wales ............................................. 67
Conclusions and recommendations......................................................................... 84
Appendices ............................................................................................................. 96
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Abstract
The following report presents the results of research into the labour market for graduates
with languages and intercultural skills, which demonstrates the employability of graduates
who have developed such skills. It aims to quantify the job market for graduates with
language skills, and establish a value for language learning in higher education.
It also discusses how graduates with international experience gained from language study
and a period of study abroad are at an advantage in the job market. It explores how trends in
language learning in higher education correspond to recruitment trends in the labour market.
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Executive summary
1.
In response to concerns about a decline in the take-up of and funding for languages, the
Higher Education Funding Council for England (HEFCE) commissioned a report by
Professor Michael Worton, Vice-Provost of University College London in October 2009
to review the provision of modern foreign languages in higher education in England. The
report „surveys current trends and makes recommendations to ensure the long-term
sustainability and vitality of modern foreign language provision.‟
2.
The report calls on universities to take action, and on language departments to establish
a clear identity for the study of modern foreign languages and establish its value for
students, particularly when tuition fees are set to rise in 2012/13. In response to this
report, HEFCE commissioned the University Council for Modern Languages (UCML) to
produce resources and tools to support universities and language departments in this
activity. Consequently, UCML launched the project Shaping the Future for Languages in
Higher Education.
3.
As part of the suite of resources, the University Council of Modern Languages
commissioned new research into the labour market for languages and intercultural skills.
The research provides a detailed and reliable national and regional picture of the market
for language skills in England and Wales, in order to demonstrate the employability of
British graduates with these skills.
4.
Previous labour market intelligence found it difficult to establish quantitative evidence of
the job market, as language and intercultural skills form part of the overall skills profile of
a wide range of occupations. The number of working linguists cannot be measured in
the same way as doctors, lawyers or accountants. Therefore, the research set out to
test new methodologies to quantify the labour market, with a view to establishing a
replicable model for measuring the labour market on a regular basis.
5.
6.
The research comprised three principal methods:
I.
research and analysis of job postings on major online employment websites,
II.
survey of recruitment agencies specialising in language recruitment,
III.
interviews with employers in a variety of sectors.
The research set out to establish
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
the level of demand for various languages,

the sectors where these languages are required, and

the combinations of skills that are required alongside linguistic or intercultural
competence.
Demand for language skills
7.
There is a continued demand for the four modern foreign languages most commonly
studied at university: French, German, Spanish, and Italian. Together, the four
languages account for over half of all requests. Dutch was the fifth most requested
language – with more requests than Swedish, Russian, or Mandarin. The range of
languages requested was extensive, with vacancies in over 25 languages.
8.
Businesses in a wide variety of sectors actively seek recruits with language ability.
Requests for German and French in Sales and Trading roles accounted for 16% of all
requests, demonstrating the strong demand for linguists working in the UK‟s two largest
markets. The Sales and Trading sector accounted for one third of all available
vacancies. This was followed by IT and Technology, Administrative, Finance, and
Project Management positions.
9.
Responses from recruitment agencies indicate that employers are looking for linguists
with advanced foreign language skills that can be used in a business context. Their
clients seek recruits who are highly competent in languages but not necessarily
specialist linguists, such as translators or interpreters. This is a very positive message
for graduate linguists.
10. Employers were quick to note the importance of language skills for UK business in
general. Many believe languages constitute an important part of an overall graduate
skills package – considered valuable alongside communication, teamwork, and
leadership skills. If employers are unable to access language skills in the UK workforce,
they are forced to recruit from overseas, which has a negative impact on the
employability of UK graduates.
11. Relationship building and intercultural awareness were cited as an added benefit of
language skills. The ability to work in a diverse team or an improved understanding of
the cultures linked to the languages they speak are valuable competences exhibited by
graduates with language skills. Language learning complements and fosters an ability to
work with individuals from diverse backgrounds, and can enable individuals to build
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relationships on personal and professional levels. It also strongly suggests an ability to
learn new skills and adapt to new situations and surroundings.
12. Significantly, language learning encourages international mobility. International mobility
itself is highly valued by employers, as it suggests both a strong command of a
particular language and increased flexibility. Employers overwhelmingly reported that,
when applying for a job, a UK graduate with knowledge of one or more foreign
languages would have „the edge‟ over a similar graduate with no language skills.
The strategic importance of language and intercultural skills
13. Languages and intercultural skills have a strategic significance in a challenging
economic environment. UK graduates must develop their language ability to remain
competitive in today‟s global workforce. The perception that everyone speaks English,
or that English is enough, can be challenged easily. Only six percent of the world‟s
population are native English speakers – 75% do not speak any English at all.
Language use on the Internet – a rapidly growing platform for international
communication and commerce – has changed dramatically between 2000 and 2009. In
2000, English accounted for 51% of all language use on the Internet, but just 29% in
2009.
14. The Monthly Review of External Trade Statistics published in November 2010 by Her
Majesty‟s Revenue and Customs shows that in 2009, the UK held a trade surplus with
only the USA, Australia, Ireland, Greece, Saudi Arabia, the UAE, and Portugal. In every
other case the UK experienced trade deficits. The greatest surpluses were with English
speaking countries.
15. James Foreman-Peck, a professor at Cardiff Business School, argues that
underinvestment in languages amounts to the equivalent of a 3-7% tax on British
exports. The current cost is estimated to be in the range of £7.3 billion and £17 billion, or
0.5 to 1.2% of GDP. The Confederation of British Industry (CBI) notes that while a lack
of foreign language skills may not often lead to direct losses, it is likely it has dissuaded
businesses from entering into new global markets. Companies who are proactive in their
export approach and adapt their products, services, and literature to meet market needs
and place a high value on language skills could see their business increase on average
by £290,000 per annum, and export businesses that proactively use language skills
achieve on average 45% more sales.
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16. The 2010 CBI Education and Skills survey notes, „Companies particularly value an
employee‟s ability to communicate conversationally with potential business partners,
customers or clients in their own language: this can help break the ice, deepen cultural
understanding, and open access to new markets.‟
17. The cost to the economy is likely to increase if the decline in language study in school
and cuts to university language departments continue. In order to remain competitive in
the global marketplace, the UK must invest in language ability, and specifically, British
businesses must invest in linguists who speak the language of their customers in order
to export goods and successfully enter new markets.
18. Roland Rudd, the Chairman of Business for New Europe noted:
Britain‟s business, industry and academic institutions are leaders, both in Europe and
globally. The world, however, is rapidly changing, and for Britain to remain a
competitive, innovative leader, it must change as well… [Steps] need to be taken to
increase foreign language skills in the United Kingdom to maximise opportunities for
British business. Learning a foreign language not only enables people to interact but it
also provides an insight and understanding into different customs and cultures. Over
half of our trade is with other countries in the European Union, and most of it is in
countries where English is not the first language. [Language] learning is vital to the
continued success of British business
Supply of language skills
19. Despite the continued demand for languages and intercultural skills, there has been a
sharp decline in language study following the Government‟s decision in 2002 to make
language study optional for all pupils after age 14. According to the 2010 Language
Trends survey, four out of five maintained schools in England reported in the same
survey that languages were now optional for pupils at Key Stage 4 (KS4), leading to
substantial decreases in take-up. The 2010 Language Trends survey notes that the
number of students studying languages at KS4 continues to decline in state schools,
with only 36% and 38% of maintained schools having 50% participation rates in years
10 and 11 respectively, compared to 45% for both in 2008.
20. While the overall number of university language students has remained largely the
same, the total number of university students has increased significantly. The proportion
of the total has therefore decreased – in 2009/10, only 2.5 % of all students were
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studying a language. As a result, insufficient UK graduates are acquiring the necessary
skills to compete in the global business market. Indeed, According to the CBI, only 10%
of the UK workforce can speak another language.
Conclusions
21. In higher education in general, the forthcoming introduction of higher tuition fees in
2012, and the early indication that the majority of institutions will charge the maximum of
£9000 per annum, puts a significant emphasis on value for money. If higher education is
expected to produce more international and employable graduates across all disciplines,
then the research shows that language and intercultural skills will contribute to the
development of this calibre of graduate. Therefore, language learning in higher
education can provide the return on investment that students will inevitably seek.
22. The present research demonstrates that there is still a high demand for language and
intercultural skills. This is an important message for any institution delivering language
learning in higher education, at whatever level. Employers are looking for individuals
with active language skills, able to work on an international stage at home or abroad.
They are looking for a wide range of languages, across a variety of sectors. More
importantly, the research has enabled the higher education language community and
other interested parties to put a quantifiable figure on the labour market for language
and intercultural skills.
23. International experience is reported as a definite advantage for graduates to succeed in
the recruitment process, as is relevant work experience. The year abroad, with work
placements in a school or business, provides a unique opportunity to demonstrate
valuable international experience and enhance a graduate‟s profile.
24. The drop in numbers studying language degrees, combined with poor Erasmus take-up
from UK students, will have a further impact on the numbers of graduates with
international experience. In short, the ability of UK graduates to compete on the
international job market, home and abroad, is being hampered.
25. This research has shown that the languages that are still most in demand are those of
our European trading partners. There have been several high profile examples of
individuals proclaiming that we teach the wrong languages in the UK. However, the
research shows that French and German are still overwhelmingly popular with
employers specifying a language for recruitment. Germany and the Francophone
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nations of France, Belgium and Luxembourg contribute significantly to UK trade, and as
a result, the demand for those languages remains very strong. Other European
languages, such as Spanish, remain strong because of their worldwide influence.
Portuguese is regularly cited as a language for which there will be an increased
demand, and our research demonstrates the importance of Dutch.
26. Non-European languages, such as Mandarin Chinese or Arabic, are also in demand.
However, the results show that they are requested in addition to – not instead of – the
Western European languages that have been taught for so many years in UK higher
education.
27. As a result, the report concludes that there is no right or wrong language to teach or to
learn. There is an argument for teaching all of these languages at a high level, not just a
few languages deemed to be of strategic importance. Languages continue to be critical
to the success of the UK, and we are indeed still learning the right languages. However,
the numbers of those learning languages must be increased to ensure the continued
demand can be met.
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Introduction
28. In response to concerns about a decline in the take-up of and funding for languages, the
Higher Education Funding Council for England (HEFCE) commissioned a report by
Professor Michael Worton, Vice-Provost of University College London in October 2009
to review the provision of modern foreign languages in England. The report „surveys
current trends and makes recommendations to ensure the long-term sustainability and
vitality of modern foreign language provision.‟ It notes that Government and other
external bodies have supported financial initiatives and innovation within the academic
modern foreign languages community. However, anxiety remains as there has been a
sharp decline in language study since the Government‟s 2002 decision to make
languages optional for pupils after age 14. The report describes the academic modern
foreign languages community
...a community which feels itself to be vulnerable – and, indeed, beleaguered. There is
a strong sense that the importance and the value of languages are not properly
understood and recognised either by Government or by potential students. It was also
clear that different language groups, and, indeed, different disciplinary groups, often
argue from different perspectives and with different views of the future.1
29. Furthermore, Worton noted that there is „insufficient “joined up” thinking‟ about the role
of foreign languages in the UK – there is a lack of a strong commitment to
multilingualism in the midst of a globalising culture and economy.
30. The report argues that continued reliance on external support and direction is no longer
a viable option for the higher education languages community. Instead, it calls on
universities to take action, and on language departments to establish a clear identity for
the study of modern foreign languages and establish its value for students, particularly
when tuition fees are set to rise in the coming year. The University Council for Modern
Languages (UCML) has taken a number of steps to achieve this, acting as the
representative of the language community to the Government, and fostering debate over
the identity of the community itself. In the wake of the Worton Report, UCML has placed
considerable focus on integrating languages into other aspects of higher education,
thereby developing a clear role for languages in personal and professional development.
1
Worton, Michael (2009). Review of Modern Foreign Languages provision in higher education in England. HEFCE Issues
Paper October 2009/41. London: HEFCE.
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31. A significant aspect of an identity for language learning, the Worton Report suggests, is
skills development – the report recommends
Language Departments should liaise pro-actively with their institutional Careers
Services and employers to ensure that skills development is an integral and important
part of their programmes at all levels, [and these] Departments should work more
proactively on skills development and careers advice and guidance, both institutionally
and through facilitating programmes.
32. One overall goal is to enhance the career prospects of higher education students
entering the labour market, and consequently to further support the British economy with
a highly skilled workforce.
33. The present report, funded by HEFCE and commissioned by UCML to support the suite
of resources developed by Shaping the Future for Languages, aims to explore the value
of language study in higher education. The report will provide a detailed and reliable
national and regional picture of the market for language skills in England and Wales, in
order to demonstrate the employability of British graduates offering these skills. It is
intended that the findings will support evidence-based careers service provision and
strategic planning within the university sector.
34. The report begins by presenting a comprehensive survey of primary data collected and
analysed by the research team. This includes quantitative data drawn from recruitment
agencies and popular graduate job websites, as well as qualitative data from interviews
with business representatives, discussing their perception of new recruits, language
provision, and their own recruitment strategy. The report then draws on secondary data
from a variety of sources to detail the demand of language skills from British businesses
and present the economic case for languages and intercultural skills. The report also
contains a discussion of the supply of language skills in England and Wales across all
phases of education. This section examines trends in language study, including
qualifications, degree programmes, entries into higher education, and teacher training.
Finally, the report draws conclusions and makes a number of recommendations for
future development.
35. Because languages and intercultural working are pan-sector skills, and because they
have an important international dimension, existing sources of UK labour market
intelligence do not provide a sufficiently detailed picture. This work will further analyse
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the relationship between languages and intercultural skills and employment, thereby
providing a strong rationale for language study in higher education.
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Chapter 1 - The labour market for languages and intercultural
skills
36. To support the work of Shaping the Future for Languages, UCML has collected new
quantitative and qualitative data on the labour market for language skills. This chapter
will review the approach used to collect the data, and present the findings of the
research.
37. Previous labour market intelligence has found it difficult to establish quantitative
evidence on the size of the job market, as there are many job roles requiring language
skills, in a range of sectors. The UCML funding enabled the research team to investigate
new methodologies to gain quantitative data on the current labour market, with a view to
establishing a baseline for future research. The research also aimed to develop a
replicable model for measuring the labour market on a regular basis.
The research comprised three principal methodologies:
I.
research and analysis of job postings on major online employment websites,
II.
survey of recruitment agencies specialising in language recruitment,
III.
interviews with employers in a variety of sectors.
38. Surveys of employers are used by many sectors to establish demand for skills, and
have been used across a range of research projects to establish demand for linguistic
and intercultural competence. However, a comprehensive review of jobsites has not
been attempted before. Similarly, while individual recruitment agencies may conduct
their own research, a survey of several specialist language recruitment agencies has not
been carried out previously. Therefore, 1 and 2 are new methodologies that this report
aims to evaluate for use in subsequent research.
The research set out to establish

the level of demand for various languages,

the sectors where these languages are required, and

other skills that are required in addition to linguistic or intercultural
competence.
39. Methodologies 1 and 2 generated quantitative data on the number of jobs available for
graduates with language skills. Methodology 3 provided qualitative data on employer
views on the value of linguistic and intercultural skills in potential and existing recruits.
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Quantitative Data from Major Jobsites
40. From November 2010 to February 2011, an extensive survey of jobsites commonly used
by jobseekers in the United Kingdom and abroad was carried out to assess the demand
for language skills across employment sectors. The methodology and findings are
discussed below.
Methodology
41. There is a significant number of online jobsites, ranging from major international and
national websites to smaller agencies and company-specific recruitment sites. As a
result, the research team developed a strategy for drawing down the most
representative information possible in the limited timescale of the research.
42. First, critical search criteria were established. To be included, a site needed a search
engine capable of searching for any word in a range of search terms, providing an
expansive return. For example, a search for „French, German, Italian‟ must return
listings that include any of the three words, rather than listings that include all three
words. Users must be able to search for available listings within a fixed period of time;
for the purpose of this research, only vacancies posted within the previous seven days
were requested. The search return must also provide an exact number of total available
language-related vacancies. The four sites selected for the research have robust search
features meeting these criteria; however, the research had to exclude two major UK
sites, Monster and Guardian Jobs, because they did not have the necessary search
functions.
43. Sites with comparatively few visitors, page views, or search engine results were
eliminated. UK web traffic data is largely unavailable or anecdotal, so web traffic was
analysed on the basis of available US-based traffic data. The four sites chosen feature
jobs from all available sectors and do not specialise in any particular areas of
recruitment.
44. On the basis of the criteria and functions specified above, the research sourced data
from: CareerBuilder.co.uk, Jobs.Telegraph.co.uk, Indeed.co.uk, and Jobsite.co.uk.
CareerBuilder and Jobsite are representative of mainstream sites commonly used by
jobseekers. As jobseekers frequently use newspapers for vacancy searches, Telegraph
Jobs is representative of this tool. Finally, Indeed is a large aggregator of a wide variety
of other posting sites, including direct employer ads, recruitment agency listings and free
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listings on Gumtree, an online classifieds platform. While the information collected may
not be a holistic reflection of the job market, these sites are representative of the tools
regularly used by jobseekers and are therefore indicative of recruitment trends.
45. An email notification system for job postings was created for each website, tracking 20
languages:




















Arabic
Cantonese
Danish
Dutch
Finnish
French
German
Hindi
Italian
Japanese
Korean
Mandarin
Norwegian
Polish
Portuguese
Punjabi
Russian
Spanish
Swedish
Urdu
46. When an advertisement appeared on any of the websites, it was listed in a daily email
message to the research team, who would then categorise the listing by the language
requested.
47. Languages not in this list were categorised into a single section, labelled „Other‟2.
Listings that requested a random or overly comprehensive list, or those that asked for
„any language skill‟, were placed into the „Variety‟ category. Additionally, advertisements
asking for proficiency in any or a variety of European languages were placed into the
„Variety (Euro)‟ category.3
2
Other languages include those that are advertised in combination with a language tracked by the research team, e.g.
vacancies for German and Czech, or Hindi & Gujarati
3
These roles are not also counted in the „Variety‟ category.
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48. The listing was then categorised by one of twelve sectors4:













Administrative and General Customer Service,
Finance,
Human Resources,5
IT/Technology and Technology
Customer Service,6
Legal,
Marketing/PR,
Medical,
Project Management,
Retail and Hospitality,7
Sales, Trading, and Sales Customer Service,8
Teaching, and
Translation.
49. Listings that did not match these sectors were placed in a category marked „Other‟.
Where a vacancy fell into multiple categories, considerable effort was taken to assign it
to the most appropriate and representative category.
50. Finally, the posting was categorised by UK region, organised by central Government
statistical divisions:












London
South East
South West
East
East Midlands
West Midlands
Yorkshire and the Humber
North East
North West
Wales
Scotland
Northern Ireland.
51. Vacancies located in multiple or other locations, or those with an unknown location in
the UK, were placed in the „Other‟ category.
4
These categories were defined by the listings themselves.
This includes recruitment.
6
This includes science-based roles, such as engineering.
7
This includes tourism, housekeeping, restaurants, bar work, and other similar roles.
8
This includes sales management, business customer service roles, assistants, business development, business research,
etc., unless the role matches another category.
5
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52. After the initial categorisation of language vacancies, the research team decided it
would be useful to compare the number of language-related vacancies to the total
number of vacancies advertised in the same time period.9 This comparison took place
between 19 January and 23 February 2011.
53. It is important to state a number of notes and caveats. Listings often required more than
one language; in this case, listings were categorised once in the Location table, while
each individual language would be coded in the Language table in order to demonstrate
actual demand. Listings that advertised more than one available position would be
categorised only once in the Location table. This was done to avoid over-representing
recruitment and to accurately represent geographic distribution.
54. It should be acknowledged that other vacancies may be advertised on job sites not
covered by our research. The research does not account for vacancies advertised
internally. Furthermore, it is necessary to note that the research was conducted between
November 2010 and February 2011. The research timescale therefore included the
Christmas and New Year holiday period. In conjunction with the general economic
downturn in the United Kingdom, this may have resulted in a lower than average
number of vacancies advertised. Therefore, these numbers may actually underrepresent available vacancies.
55. Given the timescale and the wide range of sectors interrogated, the scope of the
research excluded information on average salaries.
Research Findings
56. Tables 1 and 2 present the overall results of the research. Of the 1000 job listings
analysed, there is a clear demand for the four modern foreign languages most
commonly studied at university: French, German, Spanish, and Italian. Together, the
four languages account for well over half of all requests in any sector.10 Dutch was the
fifth most requested language – with more requests than Swedish, Russian, or
Mandarin.
9
For this section of the research, only Indeed and Telegraph Jobs were used, as the search function used by CareerBuilder
and Jobsite were insufficient for this purpose.
10
It is important to distinguish this from surveys conducted by other organisations, such as the CBI. Such surveys are typically
conducted through interviews with employers in order to judge their understandings of the labour market. By contrast, our
research attempted to uncover current demand through an open-ended sample of available vacancies.
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57. Vacancies in Sales and Trading roles were most common – the sector accounted for
732 language requests, nearly three times more than the second most popular, Finance.
Other sectors commonly requesting languages were IT and Technology, Administrative
and General Customer Service, Project Management, and Marketing/Advertising/PR.
The Human Resources, Translation, Medical, Legal, and Retail and Hospitality sectors
posted the fewest requests for language skills.
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Finnish
Swedish
Danish
Arabic
Mandarin
Cantonese
15
10
9
13
12
4
9
2
2
1
10
1
1
1
1
3
6
1
1
Human Resources
11
15
5
2
4
3
1
IT/Tech/Cust. Service
62
76
16
27
2
10
5
Legal
5
4
1
4
Marketing/Advertising/PR
22
15
11
12
Medical
1
13
Project Management
50
36
Retail/Hospitality/Etc.
6
6
21
3
2
2
5
Sales and Trading
163
166
58
83
Teaching
32
20
2
23
Translation
5
4
3
2
Other
2
1
Totals:
463
454
2
Overall Total:
2015
Variety Total:
124
242
3
4
1
2
2
3
2
1
8
3
10
26
6
35
21
3
16
5
3
33
8
2
2
1
2
3
5
7
13
15
1
1
25
18
1
4
7
7
237
6
6
13
256
1
1
2
45
2
11
251
2
1
28
1
4
97
1
2
1
5
4
4
1
1
2
2
2
4
1
163
7
3
1
14
2
2
Totals
Norwegian
2
5
Variety (Euro)
Dutch
7
4
Variety
Polish
6
40
Other
Russian
21
31
Urdu
Portuguese
20
63
Hindi
Spanish
39
62
Punjabi
Italian
45
Finance
Japanese
German
Administrative
Korean
French
Table 1: Language by Sector
2
2
3
3
5
3
4
2
1
2
3
8
9
2
21
2
1
2
12
15
27
732
1
6
4
8
1
2
1
2
1
1
1
57
23
84
43
31
58
1
39
2
36
5
55
35
1
10
7
5
33
3
7
7
8
38
183
2
81
2
40
1
1
47
77
9
18
18
102
12
4
225
1
3
1
16
2
38
4
2
25
7
2
1
63
7
4
3
7
1
1
4
8
1
1
13
3
19
2
10
1
7
5
33
49
19
21
1
6
1
4
1
1
6
3
1
5
2
1
15
2
1
1
42
11
1
2
5
5
1
5
6
5
11
12
2
2
32
1
1
3
31
Totals
3
1
Other
10
1
1
3
Northern
Ireland
6
4
7
1
8
Scotland
5
3
Wales
8
3
North West
6
3
North East
30
13
1
36
1
5
1
20
Yorkshire &
the Humber
West
Midlands
1000
East
Midlands
Overall Total:
East
51
67
14
41
14
22
19
47
12
122
15
7
1
432
South West
Administrative/Office/Other CS
Finance
Human Resources
IT/Tech/Cust. Service
Legal
Marketing/Advertising/PR
Medical
Project Management
Retail/Hospitality/Etc.
Sales and Trading
Teaching
Translation
Other
Totals:
South East
London
Table 2: Location by Sector
126
107
19
136
17
35
26
98
14
350
50
17
5
19
19
58. As the Translation sector usually requests proficiency in a second language, it can be
assumed that no vacant positions were available over the research period. Secondary
research presented in chapter 2 describes demand for language skills in the other
sectors listed in Tables 1 & 2; therefore, the comparative lack of vacancies may be due
to other factors, such as timing of the research.
59. The strongest language/sector pairing is German and Sales and Trading, followed
closely by French and Sales and Trading. These two categories accounted for 16% of
all language requests, demonstrating the strong demand for linguists working in the
UK‟s two largest markets. Figure 1 illustrates that French and German were requested a
near-equal number of times overall, and the two languages were frequently requested
as a combination by recruiters. Both are also commonly requested in other sectors;
there was a clear demand for German in both the IT and Technology and Medical
sectors, while Project Management and Teaching vacancies were more likely to require
French. Overall, French was the most requested language, with 463 requests – only 9
more than German.
60. These results suggest that, despite a decline in take-up in both languages since 2002/3,
particularly in secondary education post-14, employers still place great value on French
and German, and are actively recruiting for individuals with proficiency in one or both.
61. Spanish was frequently requested by the Sales and Trading and Finance sectors, and
both Spanish and German were requested by the Teaching sector alongside French.
Russian and Scandinavian languages were also required by the Sales and Trading
sector, as well as the Administrative sector.
62. Despite the emergence of Brazil as a market, and the predicted importance of
Portuguese, the language had only ten requests in the Sales and Trading sector,
suggesting demand for Portuguese is latent. Arabic had similar results, with fifteen
requests by Sales and Trading. Mandarin received a number of requests, mostly from
the Sales and Trading, Administrative, IT/Technology and Project Management sectors,
but similarly performed lower than expected. Polish, Cantonese, Korean, Punjabi, Hindi,
and Urdu generally had very few requests, though Hindi and Urdu received a relatively
significant number of requests from the Medical sector. Other languages followed the
same general trends; Sales and Trading was most likely to request other languages,
followed by Finance, Administrative, and Marketing/Advertising/PR.
20
20
63. Over 65% of all available positions were in London and the surrounding South East
region; this is unsurprising as a significant number of the total job vacancies were in
Greater London. Other regions with significant demand were the East, as well as the
West Midlands and the North West.
64. English regions with the least requests were Yorkshire and the Humber, the North East,
and the South West; this is likely due to a range of socio-economic factors, including the
fact that these regions have had high numbers of people in public sector employment.
While Scotland had a relatively significant number of available positions, comparable to
the East Midlands, Northern Ireland had less than any region in the UK other than
Wales, which had only three requests in total. The full regional breakdown is shown in
Figure 2.
65. Sales and Trading was the most active sector, accounting for one third of all vacancies.
This was followed by IT and Technology, Administrative, Finance, and Project
Management positions. The Medical, Human Resources, Legal, Translation, and Retail
and Hospitality sectors had the lowest numbers of advertised positions. A full
breakdown of sectors with vacancies can be found in Figure 3. Evidence also suggests
that, of the surveyed sectors, Sales and Trading is also the most likely to request skills
in more than one language (Fig. 4), followed by the Finance sector.
66. An overview of all jobsite research results is provided in Figs. 5 and 6. Figure 5 depicts
requests by language, while Figure 6 depicts requests by location; each bar represents
a particular sector. Results show that the most significant demand for language skills
comes from employers in the Sales and Trading sector operating in London, and these
employers are looking for German and French skills in particular.
The percentage of all jobs requiring languages
67. Using Telegraph Jobs and Indeed, the research team calculated the number of jobs
posted in the preceding seven day period to both websites, first using no search term,
and then again using the search criteria described above. Table 3 presents these
findings.
68. The data shows that 1% - 4% of all positions advertised in the research period required
language skills. On average, Telegraph Jobs advertised about 2,607 vacant positions in
each seven-day period, 39 of which required a language skill – about 1.5% of the total.
Indeed advertised 475,640 positions in the same time period, of which 12,729 required
21
21
language capability, or about 2.68% of the total. Figs. 7 and 8 present the total number
of vacancies advertised during the survey period compared to the total number of
vacancies requesting a language.
22
22
23
23
24
24
25
25
Figure 4: Sector Totals by Location
400
350
300
250
200
150
100
50
0
26
26
Figure 5: Total Language Requests by Sector
180
160
Administrative/Office/Other CS
140
Finance
Human Resources
120
IT/Tech/Cust. Service
Legal
Marketing/Advertising/PR
100
Medical
Project Management
80
Retail/Hospitality/Etc.
Sales and Trading
Teaching
60
Translation
Other
40
20
0
27
27
Figure 6: Location Totals by Sector
140
Administrative/Office/Other CS
Finance
Human Resources
IT/Tech/Cust. Service
Legal
Marketing/Advertising/PR
Medical
Project Management
Retail/Hospitality/Etc.
Sales and Trading
Teaching
Translation
Other
120
100
80
60
40
20
0
London
South East
South West
East
East
Midlands
West
Midlands
Yorkshire & North East
the Humber
North West
Wales
Scotland
Northern
Ireland
Other
28
28
Table 3: Language Vacancies vs. Total Vacancies
Date
Website
Search
Period
Total
Number of
Jobs
Language
Jobs
returned
Percentage of
Total
19/01/2011
Telegraph
Jobs
7 Days
2846
30
1.05%
19/01/2011
Indeed
7 Days
490136
12986
2.65%
27/01/2011
Telegraph
Jobs
7 Days
3,080
31
1.01%
27/01/2011
Indeed
7 Days
457,914
12,541
2.74%
02/02/2011
Telegraph
Jobs
7 Days
1,556
64
4.11%
02/02/2011
Indeed
7 Days
442,553
11,863
2.68%
09/02/2011
Telegraph
Jobs
7 Days
2,896
35
1.21%
09/02/2011
Indeed
7 Days
468,629
12,966
2.77%
16/02/2011
Telegraph
Jobs
7 Days
1,621
36
2.22%
16/02/2011
Indeed
7 Days
513,607
13,875
2.70%
23/02/2011
Telegraph
Jobs
7 Days
3,641
38
1.04%
23/02/2011
Indeed
7 Days
481,001
12,143
2.52%
29
29
Figure 7: Language Vacancies vs. Total Vacancies, Telegraph Jobs
Figure 8: Language Vacancies vs. Total Vacancies, Indeed
30
30
69. While the percentage of vacancies requiring a language may seem low initially, only
2.5% of all higher education students were studying a language at any level in
2009/10.11 The percentage of vacancies requiring a language therefore compares
favourably with numbers studying a language in higher education. It should also be
remembered that many positions may not advertise the need for a language skill
explicitly, but that employers value a language as an additional skill on an application
form or CV.
70. In summary, the jobsite research shows that businesses in a wide variety of sectors
actively seek recruits with language ability. There remains considerable demand for
both French and German despite a sustained period of decline in take-up of these
languages in secondary and, to some extent, higher education. While some
languages registered lower instances of demand, the range of languages requested
was extensive.
71. Future research may wish to focus on establishing trends in particular languages,
such as Scandinavian and East Asian languages, or on measuring the relationship
between vacancies requiring a language skill and total number of vacancies
advertised in a given period
Survey of Recruitment Agencies
72. The second strand of quantitative research into the job market was a survey of
recruitment agencies in England and Wales. While larger recruitment agencies often
publish their own trends based on research of their client database, a wider survey of
several recruitment agencies had not been attempted previously.
73. As recruitment agents, the respondents are well placed to report on numbers of
vacancies, trends in recruitment, and business language needs in England and
Wales. However, agencies can only respond based on their own client base and
results therefore may not be representative of a region or nation.
11
Chapter 3 contains a detailed analysis of numbers studying languages in England and Wales .
31
31
Methodology
74. From November 2010 to January 2011, the research team conducted an online
survey of employment agencies specialising in language recruitment. Agencies were
based in England and Wales. However, it should be noted that the recruitment
agencies have a client base that extends beyond these two nations and vacancies
were not confined to England or Wales.
75. Questions included languages required, volume of vacancies, and additional skills
requested. Respondents were also asked which sectors advertised job vacancies
requiring language competence.12 As languages are usually seen as part of a
broader skills package, agencies were asked to report which other employability skills
are most in demand by employers.13
76. About fifteen agencies were asked to submit responses to the twenty question
survey, using SurveyMonkey.14 The survey aimed to assess the demand for
language skills among recruitment agencies over the previous twelve months.
Agencies were selected on the basis of their work in specialist language recruitment;
the selection included those listed on the specialist language recruitment area of the
careers website www.languageswork.org.uk.
77. Four anonymous replies were received.15 Three respondents are located in London;
the fourth is based in the South West. All agencies list vacancies across the United
Kingdom and overseas. The relatively low response may be due to the timing of the
survey, or a reluctance to release commercial information. However, the responses
appeared to include a very large recruitment consultancy, as well as smaller
agencies, so the sample can be considered representative.
78. While all reported specialising in language recruitment, there was a degree of
variation between levels of language specialisation reported by each agency. Two
12
The suggested sectors were: IT/Telecommunications/Contact Centres, Finance, Retail, Law, Hospitality, Tourism, Arts,
Media, Fashion, PR and Marketing, Sport and Leisure, Education, Transport, and Logistics. These were derived from UK
government-defined sectors of the workforce.
13
Employability skills are: leadership and management, teamworking, business and customer awareness, specific IT
knowledge, self-management, communication and literacy skills, and problem solving skills. These are defined by
Confederation of Business and Industry based on their membership feedback.
14
See Appendix A for full questionnaire text.
15
As responses were anonymous, answers cannot be explicitly linked to any one agency.
32
32
agencies reported 100% of their business involves language recruitment, while
another reported 95% and another reported 70%.
Number of vacancies available
79. The respondents reported that, in total, approximately 6,450 vacancies had been
advertised in the previous twelve months16 – ranging from 4,500 from one agency to
200 at another, indicating a range in the sizes of the agencies. Two of the agencies
reported that all of their vacancies required a language, while the third respondent to
this question reported that only 200 of 1,500 vacancies required the skill. This
indicates different degrees of specialism in language recruitment.
80. As shown in Figure 9, the majority of job listings reported by the respondents were in
London – 2,255 positions, about 35% of the total. As noted in the previous section,
this is unsurprising due to London‟s place as a centre of economic activity in the UK.
The South East also had a strong number of available positions – 1,627 positions, or
about 25% of the total. All four respondents indicated vacancies were available in
both regions. The North West had 306 vacancies, the East Midlands had 155,
followed by the West Midlands with 150. The lowest number was in Yorkshire and the
Humber, with only 50 vacancies in the previous twelve months. No vacancies were
reported for Wales.
81. Positions available outside of the UK were a significant portion of the responses –
1,505 positions, about 23% of the total. This is unsurprising given the international
dimension that graduates with language skills can offer.
16
This figure is taken as a baseline for all other comparative and descriptive statistics found in this section. However, it is
important to note that, while our researchers have made every effort to verify our own statistical calculations, figures
reported by respondents may be inaccurate.
33
33
Figure 9 – Location of job vacancies
2,500
2,000
1,500
1,000
500
Level of language skill requested
82. Respondents were given a chart17 depicting six distinct levels of language
competence and asked to define which of the levels was the most commonly
requested by clients posting vacancies.18
83. Two agencies reported that „Complex‟ was the most requested competence level,
which indicates a linguist who can take part in complex discussions and meetings;
undertake complex negotiations; make presentations; and handle complex
correspondence, reports and proposals.
84. One agency reported „Complex and Specialist‟ as the most requested level. This
indicates a linguist working at the highest level, who can take part in complex and
specialised group discussions; deal with unexpected or controversial issues; handle
17
The chart can be found in Appendix B.
The language levels are based on the 2010 UK Occupational Language Standards; for more, see
http://www.cilt.org.uk/home/standards_and_qualifications/uk_occupational_standards/languages.aspx.
18
34
34
highly specialised business correspondence and reports; and make complex,
specialised or unscripted presentations.
85. Finally, one agency reported the „Extended‟ level as the most requested. This
indicates a linguist who can take part in unpredictable discussion over extended
periods; handle a wide range of non-standard business correspondence, reports, and
proposals; and undertake negotiations on a wide range of topics.
86. 75% of respondents indicated that 300 or more of their vacancies required
knowledge of more than one foreign language, indicating that businesses are also
looking for employees with diverse linguistic skills.
87. These responses indicate that employers are looking for linguists with advanced
foreign language skills that can be used in a business context. They demonstrate that
businesses seek recruits who are highly competent in languages but not necessarily
specialist linguists, such as translators or interpreters. This is a very positive
message for graduate linguists.
Which professional roles?
88. The survey also attempted to gain an understanding of the various professional roles
for graduates with language skills. Respondents indicated that Sales and Customer
Services roles were most common, with 2,750 vacancies or about 43% of the total
requiring language skills. Administrative roles were the second most requested, with
1,780 vacancies or about 28% of the total. This was followed by Professional roles eg
legal or medical, with 1,500 vacancies or 23% of the total.
35
35
Figure 10: Professional roles
3,000
2,500
2,000
1,500
1,000
Managerial
Professional
Administrative
Skilled Trades
Personal
Services
Sales and
Customer
Services
500
Which languages?
89. Respondents reported German was the most requested language across all positions
in the past twelve months; 1,581 jobs required German, about 25% of the total (Fig.
11). French was the second-most requested, with 1,001 total requests or 16% of the
total, followed by Spanish, with 443 requests (7%). Japanese, with 205 requests
(3%), Russian, with 202 requests (3%), and Mandarin/Cantonese, with 174 requests
(3%), were regularly requested. Polish was the least requested language of those
surveyed, with only 24 requests over a twelve-month period (<1%). While it received
more requests than some languages, Italian was noted by only two of the four
agencies that responded.
90. These numbers correlate with separate qualitative responses from survey
participants indicating that German, French, Japanese, Russian, Spanish, and
Mandarin/Cantonese are the most in demand from their clients. They also frequently
reported that Dutch, Finnish and Scandinavian languages are in demand.
Respondents were asked to identify particular languages that have increased in
demand over the past twelve months. Three of the four indicated a rise in demand
for Russian, while two noted increased interest in Mandarin/Cantonese. Each of
German, Arabic, and Polish was identified by one agency as being in increasing
demand.
36
36
Figure 11: Language demand
1,800
1,600
1,400
1,200
1,000
800
600
400
200
Languages in combination with another subject
91. Respondents were most likely to report that vacancies required a degree in a foreign
language and another, non-language subject, such as economics or biology; 820
vacancies required this type of joint degree.
92. This contrasted with 470 positions requiring a degree in a foreign language, 270
positions requiring a degree in a discipline other than modern foreign languages, and
40 requiring a postgraduate degree in modern foreign languages.
Languages in different sectors
93. As Fig. 12 shows, respondents reported that the IT/telecommunications/call centre
sector posted the most vacancies requiring language competence. The sector posted
1,138 vacancies requiring the skill, 18% of the total. Finance posted the second
largest number in the past twelve months, with 717 vacancies – 11% of the total. All
other sectors posted fewer than 150 vacancies in the same time period; PR and
Marketing posted 137 listings (2%), Law posted 136 listings (2%), and Logistics
posted 127 (2%).
94. Respondents were asked to note sectors that had experienced an increase in
demand. Two agencies reported increases in IT, telecommunications, and call centre
demand for language skills, while another agency noted increases in demand for
37
37
finance and banking, and the fourth agency reported demand increasing in the media
and communication sector.
Figure 12: Sectors
Employability skills
95. In addition to language skills, three agencies indicated demand for teamworking and
business/customer awareness skills. One agency noted that 900 vacancies stipulated
teamworking, while 500 vacancies requested business or commercial awareness.
Two respondents noted demand for IT-specific knowledge, as well as communication
and English literacy skills. Finally, one agency reported client demand for problem
solving skills.
96. Interestingly, no respondents specifically indicated a demand for leadership and
management skills; this may be linked to the level of the posts advertised. However,
most respondents noted that all employability skills listed in the survey were
important for their clients.
38
38
Figure 13: Employability skills
3.5
3
2.5
2
1.5
1
Problem Solving Skills
Communication and Literacy Skills
Self-Management
Specific IT Knowledge
Business and Customer Awareness
Team Working
0
Leadership and Management
0.5
Leadership and Management
Team
Business
Working
and Customer IT
Awareness
Knowledge
Self-Management
Communication Problem
and Literacy
Solving Skills
97. Respondents also described which sectors demanded particular languages in the
time period surveyed. German and French were often demanded by administrative
roles, customer service, and finance, while Spanish and Italian are particularly useful
for recruits into the fashion industry. Portuguese and Polish are often demanded by
the sales industry and for customer service roles; Mandarin/Cantonese and Arabic
were sought for customer-facing roles, including banking and finance. Russian is also
requested for similar roles, along with logistical and secretarial positions. These
responses, coupled with the findings of the jobsite research, indicate a wide diversity
in languages requested across all sectors of employment.
98. In summary, the recruitment agencies research shows that all languages have their
value – German and French are clearly desirable due to the UK‟s significant trade
relationships, while a variety of other roles require a range of languages. Employers,
particularly those in the Sales and Trading, Administrative, IT/Technology, and
Project Management sectors, are seeking candidates with higher level/practical
language skills, especially in the most commonly taught modern foreign languages of
French, German, Italian, and Spanish.
39
39
99.
Survey respondents indicated increasing demand for candidates with a joint degree
combining languages and another subject.
100. Demonstrable competencies in other employability skills, such as teamwork and
communication, are also in demand.
Interviews with English and Welsh Employers
101. The final strand of the research was qualitative, drawing on data collected from oneto-one interviews with employers in the UK.
Methodology
102. In January and February of 2011, the research team conducted one-to-one
interviews with representatives of various employers, in order to assess the value of
language skills for their business and establish how language and intercultural skills
are integrated into planning and operations.
103. Quotes are also derived from other sources, including previously unpublished
interviews conducted during the development of the Diploma in Languages and
International Communication, and anonymous responses to a CILT labour market
intelligence report authored in 2008.19
104. The respondents were selected to include SMEs, multinational and third sector
employers, including media and advertising, law, international organisations and
charities, sales and trading, and engineering. Given the limited number of interviews
researchers were able to carry out under the scope of the project, the results are
not fully representative of all employers, but are indicative of current needs.
The demand for languages and intercultural skills
105. While the content of the interviews focused on language skills in the workplace, a
few employers noted other skills they look for when recruiting:
19
Unattributed quotes are taken from CILT (2008).
40
40
[We look for] a combination of really good [academic qualifications], plus good
rounded outside interests. The key things we look for are the usual:
communication, teamwork, analytical ability, things along those lines. (Mel Binks,
HR Manager for Trainees, Slaughter and May)
[We advise prospective candidates to] learn French, have really good
organisational skills, know how to train and supervise others, and manage. [Other
important skills are] teamwork, and [a willingness] to really push themselves to be
flexible and adaptable to different living conditions and changes in how they are
managed. (Liz Crawford, Field HR Coordinator, Médécins Sans Frontières UK)
[The skills we look for are] job specific. We would require the candidate to be PC
literate. Previous work experience gained in a manufacturing environment would
make the individual stand out, the more relevant the better. [We also look for]
excellent communication and interpersonal skills, as well as in depth knowledge
and experience of the role. Presentation skills are also very useful. (Anonymous
employer in the manufacturing industry)
106. However, many interviewees were quick to note the importance of language skills
for businesses in the UK generally:
English on its own is not enough, we do need to try and speak foreign
languages... for quite a number of roles, it‟s an essential requirement.
It is incorrect to say that you can excel at business just by assuming everyone
speaks English.
There is no change in the roles that need different languages, there are just more
languages that are needed.
107. As noted elsewhere in this report, many employers believe languages constitute an
important part of an overall graduate skills package – considered valuable alongside
communication, teamwork, and leadership skills.
108. Many interviewees articulated why languages are important to their business, noting
a range of needs. Several cited business development or operations as a driver of
language demand:
41
41
We specialise in language and cultural services. We help our clients export
creative projects around the world, and work with a network of local specialists.
[Therefore,] languages are key to our business and what we do. (Melanie
Chevalier, Director, Creative Culture)
Although the language of (name of organisation) is English for business
meetings…well sometimes you do need some facility in one of the other
languages because not everybody is obviously fluent in English.
We could be called on to provide material for any foreign language translated from
any foreign language, so it‟s absolutely vital to the business.
[Business] needs languages because when you sell to the consumer or the small
trader they speak and are more influenced by material and argument in their own
language.
If you are looking at somebody who is working in a French-speaking country as
the head of mission or a medical coordinator, then they really need to be at a
fluent level because they are negotiating with different authorities, as are project
managers, project coordinators. (Liz Crawford, Field HR Coordinator, Médécins
Sans Frontières UK)
[Businesses] that have somebody who can speak the language of where they are
working overseas tend to be more successful in getting overseas business. So
you need to persuade people to get that commitment!
109. Some noted that demand for these skills is increasing, given an increasingly
globalised workforce and client base:
The more global you are… the more the work the more the workforce globalises;
the greater the importance of language capability as part of a standard skill set if
you like.
[The] network is always expanding. Client requirements change and evolve all the
time - therefore we are constantly looking for new collaborators with different
language skills, both internally and externally. (Melanie Chevalier, Director,
Creative Culture)
42
42
If a company or an organisation or a service industry can extend its sales, it will do
so, in order to grow its profits. If the local market is saturated then they‟d have to
look at other markets and it‟s going to be overseas and they would have to speak
the language.
110. Other employers cited relationship building or the need for intercultural awareness
as an added benefit of language skills:
These are important skills for the recruits to our company, with us having offices
located worldwide, in places such as the USA, China and Africa. (Anonymous
employer in the manufacturing industry)
It would be an advantage certainly to be able to converse with our own employees
in their own language.
The Metropolitan Police Service with its London focus is tasked with building a
force that is representative of the demographic composition of the Capital and one
that possesses detailed cultural community knowledge. Languages are therefore
particularly important in day-to-day community policing. (Tony Cox, Community
Engagement and HR, Metropolitan Police Service)
[We] do have quite a number of international departments and language skills are
very useful; if not to be working in that language... to be building relationships with
clients and to build those bridges. (Mel Binks, HR Manager for Trainees, Slaughter
and May)
111. In contrast to many soft skills, it seems that many employers view language skills as
a strategically important recruitment target for a wide variety of purposes. Many
pointed toward particular languages in demand:
Looking at our customer mix, it has German, French and then the oriental
languages that come out quite strongly.
[The] main languages would be French and German because the home countries
are France, Germany, Spain and the UK... [The] bid teams [often] have to go to
whatever country they are needed. We have large operations with Finland, looking
to expand to the Middle East, looking to expand to Brazil...with a [Brazilian]
43
43
expansion, Portuguese [will] probably [be] increasingly important as well. (Scott
Evans, Business Graduate, Cassidian)
Mandarin is good, because we have a Beijing office and a Hong Kong office, so
Mandarin and Cantonese. Arabic languages are always interesting, as we think
the future is probably going to be over that way. European languages are always
great; we have some people who speak French, but German is really hard to find.
German is really useful. (Mel Binks, HR Manager for Trainees, Slaughter and
May)
[Knowledge] of the German language is very beneficial. Knowledge of Spanish,
Italian and French are also very valuable, particularly in customer service or sales
roles. (An anonymous employer in the manufacturing industry)
112. European languages are particularly desirable, largely due to significant trading
relationships between the UK and continental Europe, particularly France and
Germany. Portuguese and Middle Eastern and East Asian languages are often
requested as businesses seek to expand into new markets.
113. In addition, employers interviewed reported other valuable skills that are developed
by learning a language:
[Language learning] is more than… being able to work [alongside] other
nationalities. [It develops] understanding [of] their cultural attitudes.
[A linguist can bring] an improved understanding of the cultures linked to the
languages they have. (An anonymous employer in the manufacturing industry)
[If] you are used to communicating in other languages, you tend to be able to
communicate much better, just because you think about it. Also just in terms of
client relationship building, it works very well for us perhaps with people who
speak different languages (Mel Binks, HR Manager for Trainees, Slaughter and
May)
In terms of intercultural skills, the ability to understand that different people, even
within cultures, do things differently is very important. Good cultural skills
44
44
complement language learning. (Annelisa Evans, Language Training Team
Leader, Language Policy and Standards Team)
114. Language learning complements and fosters an ability to work with individuals from
diverse backgrounds, and can enable individuals to build relationships on personal
and professional levels:
[Language learning] adds to a good many things like values, ethics, morals and
just broad understanding in terms of who you are dealing with, how you are
dealing with them, cultural issues. [It] just makes...those relationships broader,
deeper and much more enjoyable.
115. It also strongly suggests an ability to learn new skills and adapt to new situations
and surroundings:
I always like to think that learning languages proves that you are able to learn
things in different ways. Once you have learned a language once, it proves you
can learn another again and again. Generally, people who learn languages are
more willing to go abroad because they are obviously more confident in foreign
environments. Those would be the main skills: flexibility and the ability to learn.
(Scott Evans, Business Graduate, Cassidian)
116. Significantly, language learning encourages international mobility:
[Learning a language gives individuals the] flexibility to work in different places.
(Liz Crawford, Field HR Coordinator, Médécins Sans Frontières UK)
117. International mobility itself is highly valued by employers, as it suggests both a
strong command of a particular language and increased flexibility:
If they‟ve spent time abroad...it helps, it does improve the level of fluency in terms
of their language skills...it would be a bonus.
I am not afraid to say that looking at middle and senior leadership we will typically
be looking for evidence that people have already operated in a multicultural
environment and are able to say yes, I have travelled a lot, I have worked in a
different country, I have done something in my university related to other
nationalities and so forth.
45
45
We look at the practical use of language. That is what matters to us. So if
somebody has lived in the country, they have the use of working language… We
would be looking [for] mileage in the language.
118. In summary, employers look for recruits with applied language skills, combined with
experience working or communicating with people from other cultures and
backgrounds.
Career development
119. Employers were keen to note that languages provide graduates with a means of
advancing their careers by contributing to business development, and international
relationship building:
[Languages] are very important... but intercultural awareness is also crucial in our
environment, because it‟s not just about linguistics and the language as such, but
it‟s about really understanding the different cultures, countries, and how everything
works together. (Melanie Chevalier, Director, Creative Culture)
Recruitment Agencies know us quite well after about 20 years, so when they spot
a graduate that‟s bright and can write and knows languages they tend to contact
us and say, you know this person is around are you interested?
Languages provide a platform for people to become valuable to the business – for
example through getting involved in meetings and projects with foreign clients,
taking phone calls, drafting letters and translating terms and conditions – and
enable them to progress their career.”(Peter Vaughan, Business Development
Manager, Oakland International Ltd)
120. However, a number of interviewees lamented the lack of such skills among the UK
workforce:
There are not enough UK candidates with languages to the level required by the
European institutions... There‟s a huge need for economists and lawyers in the
European institutions. We‟ve got lots of economists and lawyers, but we don‟t
have lots of economists and lawyers who are also fluent in French or German.
46
46
(Margaret Prythergch, Chief Assessor, Recruitment Strategy Team, Civil Service
Capability Group)
[It] used to be very easy to find a German speaker, it‟s dried up now and it is
increasingly difficult.
We just want to find good, bright and creative people who can write and speak a
language and we are asking a lot, so it is always difficult to find those sorts of
people.
121. If the numerous employers who value or require foreign language ability are unable
to find these skills among the UK workforce, they are forced to recruit from
overseas:
[Unfortunately], there are a lot of foreigners who present strong multilingual skills,
but often, locally, with national English people, those skills can be more difficult to
find. (Melanie Chevalier, Director, Creative Culture)
122. On the other hand, many interviewees noted that their companies provide in-house
training in order to develop the language skill of UK recruits for their needs:
We...do intensive courses. Everybody who works for us, we do a language test
when they apply to see what their level is, and then if we have matched somebody
to a position in a French-speaking country, and if they need to boost their
language skills a bit higher, then we will give them a two week intensive course...
(Liz Crawford, Field HR Coordinator, Médécins Sans Frontières UK)
Cassidian provides [language lessons] when there is a business need. (Scott
Evans, Business Graduate, Cassidian)
[We] hold [courses in most languages] on site. We have language teachers come
in. Anybody who is A level and above standard can [take] a course and join in on
the classes. (Mel Binks, HR Manager for Trainees, Slaughter and May)
We have a German tutor who comes on site on a weekly basis to deliver basic
and advanced German lessons to a number of employees, including board
members, and trainees from both offices and the factory floor. With her guidance,
one employee has recently completed a GCSE in German. She has also provided
47
47
technical German lessons, which helps with specific translations related to the
machinery we have on site. (An anonymous employer within the manufacturing
industry)
123. Employers see languages as a necessary skill for business development and many
employers place a particular value on these skills in combination with native English
competence. Consequently, employers may aim to further develop these skills
whenever possible in accordance with business needs.
124. Interviewees overwhelmingly reported that a UK graduate with language skills
applying for a particular job would have „the edge‟ over a similar graduate without
language abilities:
...the skill of an individual to both learn a language and to be able to then speak a
language, to communicate in that language absolutely adds to employability.
We are an increasingly global world. The ability to compete for global type jobs
and in fact even as …, increasingly foreign companies set up in Britain. If you
want to do well in the foreign company that is based in Britain if you are able to
develop that language skill then you are going to be better positioned than
somebody who doesn‟t have it. Speaking will always be the most important as it‟s
the practical use. It‟s the ability to communicate in other languages which is the
predominant thing.
We recruit language graduates, they are generally UK graduates because a
significant element of their role is copywriting and really it‟s extraordinarily difficult
to write in anything other than your mother tongue, so pretty well everybody has
English as the mother tongue with second and third languages.
While the recruitment process is based on competency and skills tests rather than
specific language ability, successful recruits with additional languages may be
offered a start date with the Met in advance of their non language peers.” Tony
Cox, Community Engagement and HR, Metropolitan Police Service)
...when we interview people, we ask if they have got a foreign language … and it‟s
always a benefit to have one.
48
48
…if you have two identical candidates and one speaks a language, the person
with the language would get the job.
125. One interviewee shared his personal experience linking language skills to
employability:
I have been offered quite a lot of opportunities since I‟ve been here, just because
of the language background – it has opened up quite a few opportunities for me...
one of the reasons why I think I got this job was because of my language
background... It was one of the few things I had on my CV that stood out against
other candidates. (Scott Evans, Business Graduate, Cassidian)
126. This added value is especially true for candidates with joint academic experience, or
experience applying their language skill to a professional setting:
[Studying] a subject at university such as „Law and French‟ or „Economics and
German‟ puts you ahead because you‟ll graduate with a combination of skills that
not many other people have. (Margaret Prythergch, Chief Assessor, Recruitment
Strategy Team, Civil Service Capability Group)
...[A] joint degree in a relevant discipline could [provide a candidate with a
recruitment advantage]. Most of our recruitment is for science or engineering
based qualifications; there are not too many [candidates with] joint science and
language degrees. (An anonymous employer within the manufacturing industry)
In particular, candidates with experience in applying their language skills in a
working environment, as opposed to just being able to read complex academic
literature, are likely to be looked on favourably. (Annelisa Evans, Language
Training Team Leader, Language Policy and Standards Team)
...anybody who speaks languages [should] have other skills rather than just
[languages].
Conclusion
127. As noted throughout this chapter, the new research into the labour market for
languages demonstrates the value of foreign language skills and the demand for
those skills from UK and international businesses. Language ability is seen as a
49
49
particularly valuable skill when it can be applied in professional settings and in
conjunction with other relevant skills and experiences. Employers look for
candidates with an applied understanding of various languages, from French and
German to Arabic and Japanese. The popularity of Dutch is particularly interesting,
as it emphasises the need to speak the language of your trading partners, even if
they already have a good working knowledge of English. Graduates with language
skills may have a distinct recruitment advantage.
128. Some businesses provide training for their new recruits if the necessary language
skill is often not found among UK recruits; but this is not a universal trend. However,
many employers appear willing to support language-learning initiatives in education
and in their own business models if they perceive language and intercultural skills
as essential to personal and career development.
129. As the next chapter shows, languages have a strategic significance in a challenging
economic environment. UK graduates must develop their language ability to remain
competitive in today‟s global workforce.
50
50
Chapter 2 - The Demand for Language Skills in the United
Kingdom
130. While the previous chapter discusses the extent of the labour market based on new
research, this chapter reviews existing sources of information on the labour market
for languages and intercultural skills. It will present data on the benefits of language
skills for the economy. It will explore demand for language skills from businesses in
England and Wales, using the results of previous research undertaken by CILT, the
National Centre for Languages, the Confederation of British Industry and other
sources, such as recruitment agencies. It will also explore how language and
intercultural skills can contribute to business strategy.
The economic case for languages and intercultural skills
Fig. 14: Language Use on the
131.
The perception that everyone speaks English,
Internet
or that English is enough, can be challenged easily.
Only six percent of the world‟s population are native
English speakers – 75% do not speak any English at
all.20
132.
Language use on the Internet – a rapidly
growing platform for international communication and
commerce – has changed dramatically between 2000
and 2009. In 2000, English accounted for 51% of all
language use on the Internet, while in 2009, English
represented just 29% of language use, with Chinese
growing from 5% to 20% over the same period of
time.21 The introduction of new scripts to the Internet,
including Arabic, will increase the proliferation of
languages used.
20
British Academy Policy Centre (2011). A Position Statement: Language Matters More and More. London: British
Academy.
21
CILT (2009). Why Languages Matter. London: CILT, the National Centre for Languages.
51
51
133. One significant argument for languages and intercultural skills in business is the
economic benefit. In general, when English is the language of our customers, we
sell more than we buy; however, where the language of our customers is not
English, we buy more than we are able to sell.22
134. Data from the Monthly Review of External Trade Statistics published in November
2010 by Her Majesty‟s Revenue and Customs underscore this point.23 In 2009, the
UK held a trade surplus with only the USA, Australia, Ireland, Greece, Saudi Arabia,
the UAE, and Portugal24. The greatest surpluses were with English speaking
countries. Table 4 and Figure 15 below highlight the trade balance with major
markets; countries which speak English as a first language are marked in red in the
table. In every other case, the UK experienced trade deficits – it held a deficit with
China of about £19 billion, as well as deficits with Germany, Norway, Belgium and
Luxembourg, France and Japan. In total, the United Kingdom held a deficit of £82
billion in 2009.
135. While the use of English as a global lingua franca continues, the majority of the
world‟s population speak no English whatsoever. The fast growing large economies
of China, India25, Brazil and Russia are not English speaking. France and Germany
represent the UK‟s largest trading partners apart from the USA.26 The above
statistics indicate that trade in the United Kingdom, and consequently the economy
as a whole, could benefit from language skills by reducing its reliance on English
speaking trading partners.
136. James Foreman-Peck, a professor at Cardiff Business School, argues that
underinvestment in language skills amounts to the equivalent of a 3-7% tax on
British exports, and that this underinvestment is not compensated by the
22
CILT (2005a) Talking World Class.
UK Office of National Statistics (2010). Monthly Review of External Trade Statistics, November 2010. London: ONS.
24
Greece and Portugal do not appear in the descriptive table and figure due to the small numbers involved in trade with
these countries
25
While English is recognised as an official Working Language in government, Hindi is the official language of India and
policy is to encourage its use wherever possible
26
CBI (2009).
23
52
52
advantages of being native English speakers.27 Foreman-Peck estimates that, in
2005, the cost to the UK economy was a minimum of £9 billion.
27
Foreman-Peck, James (2007). Costing Babel: the contribution of language skills to exporting and productivity. Cardiff:
Cardiff Business School.
53
53
Table 4: Monthly Review of External Trade Statistics –
2009 Totals (in £ million BOP-consistent basis seasonally
adjusted)
China
Germany
Norway
Belgium and Luxembourg
Italy
Netherlands
France
Japan
Russia
Poland
India
South Africa
Denmark
Sweden
Canada
Brazil
Singapore
Spain
Australia
UAE incl. Dubai
Ireland
USA incl. Puerto Rico
Exports Imports
Balance
5399
24300 -18901
24195
39827 -15632
2805
15913 -13108
11060
15748
-4688
8282
12108
-3826
18179
21952
-3773
17171
20472
-3301
3562
6659
-3097
2403
4608
-2205
2793
4679
-1886
2949
4560
-1611
2252
3800
-1548
2473
3849
-1376
4210
5493
-1283
3335
4528
-1193
1786
2526
-740
2958
3541
-583
9194
9450
-256
2953
2225
728
3634
1107
2527
15917
12457
3460
33979
24604
9375
54
54
55
55
137. Using the same calculations for the most recent figures, Prof. Foreman-Peck has
estimated the current cost to be within a range of £7.3 billion and £17 billion, or 0.5
to 1.2% of GDP.28 He argues, „It would be worth spending almost up to this sum on
improving language skills if the outlay brought British proficiency to the world
average by reducing language-induced trade cost.‟
138. In fact, the costs may be even higher – Frankel29, Frankel & Rose30, and Helliwell31
attempted to measure language differences as trade barriers and have quantified
the costs of language barriers as between 15% - 22% in terms of tariff
equivalents.32 They also estimate that sharing a common language can increase
bilateral trade by between 75% and 170%.
Fig. 16: CBI 2010 – ‘Have
139.
you lost business due to
thousand exporting SMEs across 29 European
inadequate foreign language
countries showed that 11% had lost a contract due to
skills?’ (%)
EU-led research conducted in 2006 with two
a lack of language skills.33
140.
Businesses themselves seem unaware of the
benefits of foreign language use, compared to their
European counterparts. According to a survey
conducted by the CBI in 2008, only a small number
of managers believed they had lost business as a
result of lacking foreign language skills, but as many
as 26% did not know what opportunities had been
missed.34 This proportion decreased to 21% in 2009
and further to 17% in 2010.
141.
The CBI notes that while a lack of foreign
language skills may not often lead to direct losses, it is likely that it has dissuaded
28
Prof. Foreman-Peck, private communication.
Frankel, J (1997). Regional Trading Blocks. Washington DC: Institute for International Economics.
30
Frankel, J. and Rose, A.K. (2002). An estimate of the effect of common currencies on trade and income. Quarterly
Journal of Economics 117 (2). Oxford: Oxford Journals.
31
Helliwell, J. (1999). Language and Trade in A. Breton, ed., Exploring the Economics of Language. Ottawa: Canadian
Heritage.
32
Hagen, Stephen, et al (2006). ELAN: Effects on the European Economy of Shortages of Foreign Language Skills in
Enterprise. London: CILT, the National Centre for Languages.
33
Ibid.
34
CBI (2008b). Taking Stock: Education and Skills Survey 2008. London: CBI.
29
56
56
businesses from entering into new global markets. Some instances of loss have
been reported – 19% of employers in the passenger transport sector, surveyed in
2009 by GoSkills, reported losing business to their competitors due to skills gaps,
and foreign languages represented the most significant need, required by 26% of
businesses.35
142. The 2006 ELAN report noted that 21% of UK businesses claim to have encountered
language or cultural barriers and lost business as a result, compared to 19% in
Spain, 13% in France, and 10% in Germany.36
143. These challenges are particularly significant for small and medium sized
enterprises. The Regional Language Audits conducted by the English Regional
Language Networks noted that surveys of small to medium sized exporting
businesses show that nearly half have experienced linguistic or cultural barriers,
and one in five has lost business as a result.37
144. CILT has argued that many of these companies only respond to approaches from
overseas rather than instigate business development opportunities, and tend to
communicate only in English. It is estimated that these businesses are losing
£50,000 per annum in revenue.38
Languages as part of an international business strategy
145. While businesses with an international presence can be more flexible about meeting
language needs within their organisation, many multinational companies based in
the UK are less prepared to accommodate the language of their international
trading partners. According to the CILT „Talking Sense‟ report, about 75–80% of UK
multinationals expressed a desire to work with customers, subsidiaries, suppliers
and International Joint Venture Partners only in English. By contrast, French and
German companies were more flexible, offering to work in a mix of languages or in
35
GoSkills (2009). GoSkills Employer Skills Survey, March 2009. London: GoSkills.
Hagen et al (2006).
37
CILT (2005a).
38
Ibid.
36
57
57
English as a mutual compromise where they could not work in their partners‟
language.39
146. Despite this, there remains considerable evidence that a number of businesses in
the UK actively invest in language skills. These companies, which are proactive in
their export approach and adapt their products, services, and literature to meet
market needs, place a high value on language skills.40 Business is increasing on
average by £290,000 per annum for these companies41, and export businesses that
proactively use language skills achieve on average 45% more sales.42
147. In 2005, a Korn/Ferry International survey of recruiters found that 90% of executive
recruiters believed that the ability to speak another language is 'critical to success'
in Europe, Asia and Latin America.43 The same survey found that 31% of employers
rated foreign language skills are the most important skills for new graduates in the
next five to ten years – more important than the ability to adapt to new situations
(25%) and planning and organisational skills (22%).44 This is particularly true of
employers in the industrial sector, where 40% noted the value of language skills in
the future.
148. Indeed, languages and intercultural skills are an increasingly important aspect of a
multinational business strategy for a number of sectors. Many businesses are
aware of the need to acquire language skills in order to meet their strategic
objectives. According to the „Talking Sense‟ Report, about 75% of UK companies
recognise a need to improve their capacity in one or more languages to support
future business development.45
149. Economists Williams and Chaston persuasively argue for the value of linguists to
businesses that export:
39
CILT (2005b). Talking Sense: A research study of language skills management in major companies. London: CILT, the
National Centre for Languages.
40
CILT (2005a).
41
Ibid.
42
CILT (2009).
43
Korn/Ferry International (2005). Global Survey of Recruiters. London: Korn/Ferry.
44
European Commission (2010).
45
CILT (2005b).
58
58
Linguists are more likely to be discriminating about the intelligence collected, and
more innovative in their decision-making, but use information responsibly. Those
with international experience are likely to be more active information gatherers
and decision-makers, while length of exporting experience is indicative of a more
confident, if rather more conservative approach.46
The value of language and intercultural skills
150. According to Foreman-Peck, investing in language skills leads to either or both of
the following: a higher price for the same volume of sales, or a higher volume of
sales for the same price, due to wider market opportunities – an increase in revenue
for business in either case.47
151. The cost to the economy is likely to increase if the decline in language study in
school and cuts to university language departments continue. In order to remain
competitive in the global marketplace, the UK must invest in language ability, and
specifically, businesses must invest in linguists who speak the language of their
customers in order to export goods and successfully enter new markets.
The value of individuals with language and intercultural skills – the
employer perspective
152. The demand for language skills among UK businesses is often latent. Employers
frequently lament the lack of language skills among British graduates, yet fail to
integrate language use into their business strategies or reward graduates for the
skills they have gained – especially when compared to their European counterparts.
153. Among surveyed multinationals based in the UK, France, and Germany, UK
companies are



46
the most complacent about the need for language skills;
the least likely to see the need for improvement;
the least likely to use the customers‟ language;
Williams, J. E. M & Chaston, I. (2004) “Links between the Linguistic Ability and International Experience of Export
Managers and their Export Marketing Intelligence Behaviour” International Small Business Journal 22 463- 86, p464
47
Foreman-Peck (2007).
59
59


the least responsive to the communication needs of their international partners;
and
the least aware of language issues.
154. They lag behind European competitors in the way that language skills are
recognised and rewarded.48 As a result, UK companies are less able than their
continental competitors to make effective use of the languages of emerging
economies.
155. These findings correlate with European data from a 2010 Eurobarometer survey.
Foreign language skills featured among a wide variety of skills and competencies
considered by employers when recruiting higher education graduates – including
teamworking, IT skills, and decision-making – but were the least likely to be labelled
„very important‟.49
156. The demand for language skills is considerable within companies operating in
London, as evidenced by the 2007 CBI London Business Survey. Foreign language
skills are seen as key to success by an overwhelming majority of businesses in
London – 94% of employers believed language ability is important for the London
economy.50 Furthermore, 37% of large multinationals operating in London rated
foreign language skills as „very important‟ to their operations. Silla Maizey,
Customer Director of British Airways, explained this outlook:
As a service-driven company with customers in over 150 destinations in the world,
it can only be an advantage for our staff to be able to communicate in the
language of the people who choose to fly with us. If we want to make British
Airways the airline of choice, we need to understand the needs of our
customers...and these needs are much easier to deal with if we can do it in their
language and with an understanding of their culture.
157. Recent annual CBI member surveys on education and skills demonstrate there is
an interest in language skills. In 2008, 75% of businesses valued conversational
48
CILT (2005a).
European Commission (2010). Employers‟ perception of graduate employability. Eurobarometer Report. Brussels:
European Commission.
50
CBI (2008a). London Business Survey 2008. London: CBI.
49
60
60
ability in another language; the figure was 74% in 2009 and 65% in 2010.51 In 2008,
48% of those surveyed were recruiting staff specifically for their language skills,
though this figure dropped to 36% in 2009.52 In 2011, 40% of employers across all
sectors noted that language skills were beneficial when recruiting staff.53
158. The 2010 CBI Education and Skills survey notes, „Companies particularly value an
employee‟s ability to communicate conversationally with potential business
partners, customers or clients in their own language: this can help break the ice,
deepen cultural understanding, and open access to new markets‟ while the 2009
survey contends, „Language skills are crucial in the global marketplace: The
importance of languages and intercultural skills to UK firms is set to grow as they
operate in an increasingly competitive global marketplace.‟ 54
Fig. 17: Employer demand for foreign language skills (%) (source: CBI 2010)
51
CBI (2008b), CBI (2009) and CBI (2010). Ready to grow: business priorities for education and skills: Education and skills
survey 2010. London: CBI.
52
Ibid
53
CBI (2011), Building for growth: business priorities for education and skills: Education and Skills survey 2011. London:
CBI
54
CBI (2009).
61
61
159. Figure 17 shows the demand for particular languages from CBI members.55
European languages are particularly in demand – a significant number of
businesses surveyed were looking for French and German in 2008, a continuing
trend in 2009 and 2010, rising to 61% and 52% of employers respectively in 2011.
Mandarin and Cantonese are also popular, required by 43% of employers in 2008,
38% in 2009, and 44% in 2010, but with a drop to 23% in 2011.
160. Businesses looking to expand to new markets often request a number of other
languages, including Spanish (32% in 2010), for entry into Europe‟s fifth largest
economy as well as South America; Arabic (19%), for development into energy
sectors; Russian (18%), for access to resource-rich areas, and Polish (16%), in
order to support employees with language needs in the workplace.56 The CBI noted
in 2009 that Portuguese is set to grow as well, as businesses turn to the Brazilian
market – it made up 6% of requests in 2010.57 Finally, 16% of employers were
looking for other languages, such as Urdu and Hindi, to enhance their business
prospects.
161. According to a 2008 CILT labour market intelligence project, language demands are
similar for businesses in Wales – the most requested languages are French,
German, and Spanish, but demand for Japanese and Chinese was also significant,
at 19% of requests.58
Demand from language recruitment agencies
162. Individual recruitment agencies have also undertaken research into language
demand by varying business sectors. A 2010 report by Euro London Appointments
notes that „candidates with one or more foreign language skills are at an advantage
in the workplace... in the future, those who are not multilingual may struggle at the
top of the employment market.‟59 The same report notes that 25% of employers
55
It should be noted that respondents to the CBI Education and Skills Survey are given the above list of languages as a
prompt. All languages not listed above would fall into the „other‟ category.
56
CBI (2010) and CBI (2009).
57
Ibid.
58
CILT (2008).
59
Euro London Appointments (2010). European Hiring Trends – Autumn/Winter 2010. Manchester: Euro London
Appointments.
62
62
believed that the ability to speak a second language would give a candidate the
edge when applying for a job.
163. Within specific sectors, the Euro London report finds a significant increase in
demand for languages from sales and trading teams in emerging markets such as
Poland, Romania, Hungary and the Czech Republic. Dutch and German speakers
are in demand in management, while Russian speakers are often requested by
private banking employers. Japanese is used in banking support services where
client relationships are integral to business operations. German, Dutch and
Scandinavian languages are in demand in business development roles, while
Croatian and Norwegian are popular for customer-facing roles. Japanese, Arabic,
and Mandarin are frequently requested alongside European languages in technical
support roles. French remains the most requested language across all sectors.
164. The report noted that in the North West of England, the manufacturing, IT, market
research, and telemarketing sectors are all experiencing increased demand for
language skills, typically European languages.
165. Other recruiters have reported their own research. Top Language Jobs, an Internetbased languages recruitment job board, found that, in 2010, there were over 14,000
vacancies in the UK requiring language skills.60 The overwhelming majority of these
positions were suitable for graduates, with customer services, marketing, sales, and
administration being the most popular sectors.
Demand for specialist linguists in international institutions
166. High demand is also evident within the European Institutions. In fact, all
international organisations are facing a severe shortage of English linguists. English
is a central language for ensuring mutual understanding in multilingual meetings in
the EU, used additionally as a relay language between certain language pairs. The
shortage is already forcing the EU Interpretation Directorate to refuse meetings or to
limit the languages provided because they cannot find sufficient English
interpreters.
60
Top Language Jobs (2011). Hiring Trends Report. London: Top Language Jobs.
63
63
167. The shortage is now becoming more severe. As a result of retirements among their
staff and freelance interpreters, the EU institutions will be looking for approximately
250 English interpreters over the next ten years. Organisations are united in
warning that there is a „global shortage of qualified linguists.‟ 61 This means that,
without a new generation of trained language professionals, „international
organisations will be unable to perform their vital tasks.‟
168. International organisations worldwide are looking for English linguists. Even the US
and Canadian governments are recruiting English language interpreters trained in
the UK as they cannot find them in the resident population. The Directorate General
of Interpretation of the European Commission alone will lose four English staff
interpreters per year over the next ten years, yet the current replacement rate is one
per year. This presents a real recruitment concern for employers of specialist
linguists.
Satisfaction with existing language and intercultural skills
169. A number of surveys report negative employer views of graduate skills – findings
that correlate strongly with the employer interviews reported in the previous chapter.
Employers are increasingly disappointed with graduate language skills, with the
number reporting their dissatisfaction rising markedly from 41% in 2009 to 76% in
201162. The 2010 CBI survey notes 40% of employers perceive shortfalls in their
international cultural awareness skills.63 It should be noted that this refers to
graduates in general, not just language graduates. Furthermore, a 2008 report by
the Council for Industry and Higher Education stated that 49% of employers are
dissatisfied with graduates‟ language skills.64
170. The National Employer Skills Survey, which collects data on skills shortage
vacancies (SSVs), or vacancies that are hard to fill due to applicants lacking the
61
in the so-called 'Paris Declaration', issued on 23 June 2010, the heads of language and conference services of 76
international organisations called for "the necessary budgetary resources" to be allocated to "effective succession planning"
for upcoming staff retirements, as well as "pedagogical assistance activities" and examinations.
62
CBI (2011). CBI Building for Growth: business priorities for education and skills. Education and Skills Survey 2011.
London. CBI
63
CBI (2010)
64
CILT (2009).
64
64
necessary skills, indicates that language skills shortfalls are increasing.65 The 2009
survey reported that foreign language skills were reported as a shortage in 18% (or
11,350) of the 63,000 SSVs in England that year. By contrast, only 7% of SSVs
were foreign languages related in 2004.
171. As businesses note the lack of language skills in the UK and contend with finite
resources, many are increasingly turning to recruitment to fill their languages needs,
rather than training staff members. The „Talking Sense‟ Report argues that, while a
recruit with language skills is given preference over those without, UK graduates
often lack these skills, forcing businesses to recruit foreign nationals, particularly
continental Europeans.66 Furthermore, the CBI argues that this recruitment strategy
causes a number of problems for businesses operating overseas, forcing them to
curtail expansion until suitable recruits can be found.67
International experience
172. In January 2011, the BBC reported that graduates also need work experience in
order to succeed in recruitment, suggesting international experience would be an
added bonus. 68 Additional research by HEFCE argues that students who study and
work abroad get better degrees and higher paying jobs.69 However, Leonardo da
Vinci mobility figures for 2000-2008 show that few UK students take part in
European work programmes compared to their continental counterparts.70
Employability
173. Language graduates in the UK enjoy undoubted advantages. According to data
analysed by HEFCE in 2008, 89% of language graduates are employed three and a
half years after graduation, while 8% are in further study.71 The mean annual salary
of language graduates is £26,823 – higher than for engineers, mathematicians,
physicists, or chemists. According to HESA data, language graduates are more
65
UK Commission for Employment and Skills (2009). National Employer Skills Survey for England 2009. London: UKCES.
CILT (2005b).
67
CBI (2009).
68
BBC News (2011). “Work experience „key to job hunt‟ for graduates.” London: BBC
69
King, et al (2010).
70
European Commission (2008). Leonardo da Vinci – Mobility Figures 2000-2008. Brussels: European Commission.
71
HEFCE (2008). Graduates and their Early Careers. Issues Paper 2008/39. Bristol: HEFCE.
66
65
65
likely to be in work or further study 3.5 years after graduation than those who have
studied law, architecture, business, or computer science.72 On the other hand, land
based studies and modern foreign language graduates have the highest percentage
of students earning under £15,000 among „strategically important and vulnerable
subjects.‟
174. Yet it may be that graduate linguists do not recognise the employability advantages
they have gained from the wide range of transferable skills acquired through
language study, intercultural competence and international experience - only 43%
of language graduates who graduated 3.5 years earlier said their job specifically
required their subject, the lowest percentage among graduates in strategically
important and vulnerable subjects. In fact, the latest 2011 CBI Education and Skills
Survey indicates that only 27% of businesses do not require foreign language skills,
a statistic that reinforces their importance to a candidate‟s profile.
Conclusion
175. This chapter reveals a varied approach to language and intercultural skills by UK
businesses. Companies value language skills, but often fail to plan with regard to
integrating language skills into their business models, using foreign language skills
to expand to new markets or devising appropriate training schemes – especially
when compared to businesses operating in continental Europe.
176. Incorporating language skills into business activity is not given sufficient strategic
importance, and consequently, the UK economy is being outpaced by other nations.
Customers in new markets are more likely to purchase UK goods if they can
communicate in their native language. Where businesses understand and exploit
this dynamic, they experience higher revenues.
177. UK businesses must be more proactive about foreign language use in order to
generate further opportunities. Language graduates can provide forward-thinking
businesses in all sectors with key skills to meet their objectives. Indeed, Roland
Rudd, the Chairman of Business for New Europe noted this important connection:
72
HESA (2009). Destinations of Leavers from Higher Education Institutions: Longitudinal Survey of the 2004/05 cohort, Key
Findings Report. Cheltenham: HESA. p17
66
66
Britain's business, industry and academic institutions are leaders, both in Europe
and globally. The world, however, is rapidly changing, and for Britain to remain a
competitive, innovative leader, it must change as well... [Steps] need to be taken
to increase foreign language skills in the United Kingdom to maximise
opportunities for British business. Learning a foreign language not only enables
people to interact but it also provides an insight and understanding into different
customs and cultures. Over half of our trade is with other countries in the
European Union, and most of it is in countries where English is not the first
language. [Language] learning is vital to the continued success of British
business.73
178. As this research shows that employers do not always make their appreciation of
languages and intercultural skills explicit, graduates must present their language
skills as part of an overall recruitment package in order to remain competitive and
successful. While language and intercultural skills will undoubtedly give a candidate
an edge in recruitment, they cannot compensate for a lack of other employability
skills. In a global economy it is the combination of professional competence and
international experience that is sought after.
179. The next chapter will discuss the supply of language learners in the UK, to highlight
current and potential skills gaps that may have an even greater impact on the
current shortages.
73
CILT (2011a).
67
67
Chapter 3 - The Supply of Language Skills in England and
Wales
180. This chapter presents an overview of language study in England and Wales, noting
trends in university enrolment, both for languages studied at university and for initial
teacher training in modern foreign languages. While this chapter focuses on
modern foreign language study in higher education, it will briefly discuss issues
surrounding primary and secondary education as they represent the essential
supply route for language study at university.
Language Learning in Primary Education
181. The 2002 National Languages Strategy declared that by 2009/2010, all pupils in
Key Stage 2 (7-11 year olds) would be entitled to study a foreign language in class
time and to reach a recognised level of competence within the Common European
Framework of Reference for Languages (CEFR).
182. In 2011, an education bill proposing statutory entitlement to primary language
education is under further review. According to the 2010 Primary Languages
Survey, some primary schools are as a result beginning to question the status of
languages in relation to their plans for future provision, and a few have already
decreased provision or dropped plans for offering languages. Headteachers and
local authorities report growing concerns over funding and support from the
government, affecting their ability to plan the curriculum.74
Language Learning in Secondary Education: Mainstream and
Independent Schools
183. Following the Government‟s decision in 2002 to make language study optional for
all pupils after age 14, there has been a sharp decline in language study. According
to the 2010 Language Trends survey, four out of five maintained schools in England
74
CILT (2011b) Primary Languages Head Teacher Survey, London: CILT, the National Centre for Languages and CILT
(2010b) Language Trends 2010. London: CILT, the National Centre for Languages.
68
68
reported that languages were now optional for pupils at Key Stage 4 (KS4), leading
to substantial decreases in take-up.
184. The most significant decrease in the number of Key Stage 4 pupils taking a
language GCSE took place from 2002 to 2007, dropping from 76% to 46%.75 A total
of 272,800 pupils (43%) in England were taking at least one language at GCSE in
2010.
185. The proportion of 15 year olds entering a language GCSE in Wales has declined
Fig. 18: GCSE Language Entry Trends 1994-2010 – CILT Analysis of DfE Data
from 41% in 1999 to 28% in 2007, the most recent year for which data is available.76
French decreased from 11,543 examination entries in 2001 to 8,237 entries in 2007,
a 28.6% drop, while German fell from 3,375 to 2,101, a 37.8% drop.
75
76
UK Department for Education (2011a). GCSE and Equivalent Results in England, 2009/10. London: DfE.
Welsh Assembly Government (2008). Statistical Directorate: Modern Foreign Languages in Schools. Cardiff: WAG.
69
69
186. The 2010 Language Trends survey further underscores this development, noting
that the number of students studying languages at KS4 continues to decline in state
schools, with only 36% and 38% of maintained schools having 50% participation
rates in years 10 and 11 respectively, compared to 45% for both in 2008.77
187. The largest language decrease at KS4 was in German; with 51% of maintained
schools reporting a decrease in German study or discontinuation of the program.
188. On the other hand, there is a less significant pattern of decline in independent
schools. Only 11% reported of independent schools reported that language study
was optional in KS4.
189. In November 2010, Education Secretary Michael Gove proposed the designation of
the English Baccalaureate, which is to be awarded to any pupil who secures a
grade of A* - C in GCSE or iGCSE in all of the following: English, maths, the
sciences, a modern or ancient foreign language, and a humanities course (history,
ancient history or geography). All language GCSEs or accredited iGCSEs count
towards the English Baccalaureate, including community languages. It is hoped that
this will raise the status of language learning in secondary education and contribute
towards a reversal of the decline.
Language learning at A-level
190. While the total number of A level entries for all subjects rose from 620,164 in 1996
to 782,511 in 2010, total entries for A level language for 16-18 year olds in schools
and colleges across England dropped from 39,554 in 1996 to 29,855 in 2010 – a
decrease of 25%.78 It is important to note that the decline in language study at A
level preceded the Government decision to end compulsory language study at
77
CILT (2010a)
UK Department for Education (2011b). GCE/Applied GCE A/AS and Equivalent Examination Results in England,
2009/10. London: DfE.
78
70
70
GCSE level, as shown in Fig. 19, and that entries have levelled off since 2003.
Fig. 19: A level entries by language, England,
1996-2010
25,000
20,000
15,000
10,000
5,000
0
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
22,71
21,36
19,62
17,77
15,24
15,39
13,59
12,90
12,48
11,96
12,19
12,15
12,60
12,23
12,32
German 9,306 8,984 8,903 8,527
7,581
7,607
6,367 6,068 5,643 5,238 5,534
5,615
5,560
5,119
5,055
Spanish 4,095 4,328 4,499 4,640
4,516
4,501 4,430 4,504 4,650 4,930 5,202
5,491
5,728 6,089 6,564
3,457 3,499 3,660 3,409 3,860 3,999 4,279 4,534 5,084
5,119
5,530 6,090 5,912
French
Other
3,435
3,473
191. By contrast, numbers have risen slightly in Wales, as Fig. 20 shows; the number of
A level entries in modern foreign languages was 1,264 in 2001, compared with
1,325 in 2007.79 However, the overall percentage of students entering an A level
examination in modern foreign languages dropped slightly, from 11.7% in 2001 to
10.7% in 2007. While no further data is available to analyse continuing trends, the
Welsh Assembly Government in 2010 released a policy document in partnership
with CILT Cymru to develop and support the study of modern foreign languages in
secondary schools.80
79
WAG (2008a).
Welsh Assembly Government (2010) Making Languages Count: Modern foreign languages in secondary schools and
Learning Pathways 14–19. Cardiff: WAG.
http://wales.gov.uk/topics/educationandskills/publications/guidance/makinglanguagescount/?lang=en
80
71
71
Fig. 20: Number of A level examinations entries by 17 year olds, by subject
– Welsh Government Statistical Bulletin, 2008
Range of languages taught
192. French is taught in 99% of all maintained schools at some level in secondary,
followed by Spanish at 76%, German at 67%, Italian at 17%, and Mandarin at
16%.81 These numbers increase in independent schools, with a wider range of
languages on offer.
193. Further statistics from the European Commission indicate that the average number
of languages studied in lower secondary education decreased in the UK overall,
from 1.3 in 2000 to 1.0 in 2008.82 The figures decrease further in upper secondary
education. In 2004, the average number of languages studied was 0.8, decreasing
to 0.6 in 2008.
Alternative Accreditation for Languages in Secondary Education
194. A number of schools have introduced alternative measures to increase language
take-up. Research from CILT indicates that 66% of maintained and 61% of
independent schools are utilising new teaching approaches, while 61% of
81
CILT (2010a)
Mejer, L, Boateng S.K, and Turchetti P (2010), Eurostat 49/2010: „More students study foreign languages in Europe but
perceptions of skill levels differ significantly‟. Brussels: European Commission.
82
72
72
maintained and 55% of independent schools are building international links,
exchanges, or visits.83
195. In fact, nearly half of all responding maintained schools currently offer another
accreditation for languages apart from GCSE and A level; this proportion is
considerably lower in independent schools. Commonly used alternative
accreditation schemes in maintained schools are NVQ and Asset Languages for
KS4, and Asset Languages post-16, although these will not qualify for the English
Baccalaureate designation.84 The International Baccalaureate (IB), an
internationally recognised qualification for students aged 16-19, based around
detailed academic study of a wide range of subjects, including languages, the arts,
science, maths, history and geography, is also used for entry to higher education.
196. Similar national level programmes have also been developed. For example, the
Welsh Baccalaureate is a qualification for 14 to 19 year old students in Wales. It
combines personal development skills with existing qualifications like A levels,
NVQs and GCSEs to create a wider award. The core element includes a beginner
or intermediate-level language module; language qualifications can also be taken
within the optional element.
Entrance to Higher Education
197. A recent guidance paper published by the Russell Group and the Institute of Career
Guidance notes that, in order to achieve a place at university, secondary school
students are encouraged to study a „facilitating subject‟. These subjects include
maths and further maths, English, physics, biology, chemistry, geography, history,
and languages. The guide argues, „By choosing facilitating subjects at advanced
level, you will have a much wider range of options open to you at university.‟ 85 This
underscores the importance of language study as part of a broad education.
83
CILT (2010a).
For further information, see: http://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_10039029
and http://www.assetlanguages.org.uk/
85
Thompson, Alex, Pippa Cox, and Will Haydock (2011). Informed Choices: A Russell Group Guide for Making Decisions
about Post-16 Education. London: Russell International Excellence Group.
84
73
73
Higher Education
198. This section of the report will chart recent trends in acceptances, entries, module
take-up, and different levels of language degree study in higher education in
England and Wales.
General Trends
199. Trends in UCAS acceptances for 1996 – 2009 are illustrated in Figure 21. When
comparing 2009 with the preceding academic year, the UCAS data indicates an
overall pattern of slight decline in language study at higher education, though some
subjects have experienced increases.
200. Overall, the number of students accepted to study French (Single, Major, Double
Joint and Minor) increased by 2% on 2008. On the other hand, the number of
students accepted to do German as a Major, Single, Double Joint or Minor in 2009
decreased by 4% on 2008. Spanish take-up increased overall, despite a decrease
in 2007. However, in 2009, the overall number of students accepted onto Spanish
undergraduate programmes slightly decreased from 2008 (1%). The increase of
Chinese studies slowed, with around 467 students accepted in 2009.
74
74
Fig. 21: UCAS Acceptances, 1996-2009
7000
French
German
6000
Italian
Spanish
5000
Portuguese
Scandinavian Studies
4000
Russian and Eastern
European Studies
Other European Studies
3000
Chinese
Japanese
2000
Asian Studies
African Studies
1000
Modern Middle Eastern
Studies
Other Non-European Studies
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
1996
0
201. The number of students accepted in Modern Middle Eastern studies has also
fluctuated in recent years, although 2009 acceptances saw a somewhat strong
increase over the previous year (18%, 457 acceptances overall). These figures
indicate a decrease of 7% in 2009 in all subjects, compared to acceptances in 2008.
This decrease might be temporary, however, as there was still an increase of 17%
compared to 2007 figures.
202. Final figures on 2010 acceptances published by UCAS in January 201186 reveal
that there has been an increase of 3.4% on 2009 entries in accepted applicants to
undergraduate degrees, including Foundation degrees.
203. Compared to 2009 figures, the number of acceptances in Linguistics increased by
5% (577), French decreased by 7% (740), Spanish increased by 7% (414), German
86
UCAS (2011). Applications and acceptances by subject. London: UCAS.
75
75
increased by 1% (287), Chinese increased by 14% (176), Japanese increased by
2% (226), and Modern Middle Eastern Studies increased by 7% (134).
Language enrolments
204. According to data collected by HESA and analysed by CILT in 201187, depicted in
Fig. 22, of the 2,283,715 UK and overseas domiciled students in higher education,
56,770 UK, EU and overseas students were enrolled in language programmes in all
years of study at all higher education institutions in the UK for the 2009/10
academic year – 2.5% of the total.88 This includes




29,175 undergraduates studying languages as a first degree,
19,235 other undergraduates studying languages,
6,455 postgraduates, and
1,910 PGCE students in languages.
205. 42,825 of these students were studying degrees at English institutions, with the
remaining 12,035 studying elsewhere in the UK.
Fig. 22: Language Enrolments: All Levels, All Languages –
CILT Analysis of HESA Data, 2002/03 – 2009/10
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
TOTAL
Postgraduate
PGCE
1st degree
Other Undergraduate
206. While language learning in higher education in 2009/10 was down by 2.6% from
2002/3, the 2009/10 numbers represent a 5.6% increase from the preceding
87
HESA data on language study found this and the following sections use the BIS full person equivalent (FPE) count,
where single honours students = 1, joint honours = 0.5, major honours = 0.667, minor honours = 0.333, triple honours =
0.333.
88
HESA (2010). Data collected by CILT, 2002-2010.
76
76
academic year. In fact, numbers of language students between 2008/9 and 2009/10
increase in every category, with a 37% increase in postgraduates, 13% increase in
other undergraduates, and a 15% increase in PGCE students. This suggests that
the decline of the previous decade may be reversing.
207. In total, language learning by UK domiciles at all levels of HE except PGCE
decreased 5.7% from 2002/03 to 2009/10 – from 47,430 to 44,715. This is
compared with an 11.1% increase in language learning by overseas domiciles in the
same period. Further analysis is needed when new statistics are released.
208. The statistics do not include the Open University (OU), as this is excluded from
HESA data because its figures have only been included since 2003/4. As the OU
does not recruit through UCAS, their student numbers are not captured in the
application data.
First degree students
209. In 2008/9, first degree undergraduates89 studied languages in the following
proportions,




29% as a single subject,
53% as part of a joint honours programme,
14% as part of a major/minor honours programme,
4% as part of a triple honours programme.90
210. Numbers for first degree language study have experienced a slight decline in recent
years, but figures may now be growing, particularly for Spanish, Asian, and Middle
Eastern languages (Fig. 23).
89
According to HESA, „first degree‟ includes first degrees with or without eligibility to register to practice with a Health or
Social Care or Veterinary statutory regulatory body, first degrees with qualified teacher status (QTS)/registration with the
General Teaching Council (GTC), enhanced first degrees, first degrees obtained concurrently with a diploma and
intercalated first degrees.
90
Ibid.
77
77
Fig. 23: First Degree Language Enrolments: CILT Analysis of
HESA Data, 2002/03 – 2009/10
9,000
French
8,000
German
Italian
7,000
Spanish
6,000
Portuguese
5,000
Scandinavian Studies
4,000
Russian & East European
Studies
Other European Studies
3,000
Chinese
Japanese
2,000
Asian Studies
1,000
African Studies
2009/10
2008/9
2007/8
2006/7
2005/6
2004/5
2003/4
0
Modern Middle Eastern
Studies
Other Non-European Studies
211. As shown in Figure 2391, there has been virtually no change in the number of
enrolments in French between 2002/3 and 2009/10, with 8,275 enrolments in 2010.
German enrolments however numbered 2,925, a 12% decrease from 2002/3, and
Italian enrolments numbered 1,295, a 22% decrease. Chinese study, on the other
hand, increased by 80%, from 505 enrolments in 2002/03 to 910 enrolments in
2009/10, and Modern Middle Eastern studies and African studies each increased by
24%, from 675 and 125 enrolments in 2002/03 to 835 and 155 enrolments in
2009/10, respectively. Spanish increased by 18% to 5,330.
91
HESA uses the term „Languages studies‟ interchangeably with the study of a language; for example, an individual
studying „French‟ would be taking the same course as one reading „French studies,‟ according to HESA.
78
78
212. In joint honours degrees, 37% studied two languages, while the remaining 63%
studied a language and another subject.
213. In major/minor honours degrees, 66% studied languages as a minor, while 26%
studied the subject as a major, and a further 8% studied two languages
simultaneously.
214. The most popular subject studied alongside languages was business and
administrative studies followed by social studies courses, such as law.
215. The majority of students are UK-domiciled; however, this has decreased slightly
since 2002/3.92
Other undergraduates and postgraduates
216. Among other undergraduate students93, French, German, Italian, and Spanish
experienced significant decreases from 2002/03 to 2009/10, losing 41% (from 4,405
to 2,555), 31% (1,555 – 1,070), 30% (1,910 – 1,340) and 20% (3,325 – 2,650)
respectively.
217. Chinese has increased by 107% since 2002/3 (from 260 to 540), while Modern
Middle Eastern studies have declined by 8% (650 – 600).
218. Similar to first degree undergraduate students, 71% of joint honours students study
languages alongside a non-language subject, the most popular being linguistics and
classics, followed by communications.
219. French and German have seen decreases at postgraduate level94 since 2002/3,
falling by 16% and 32%, respectively, while Italian has seen no change and Spanish
has increased by 23%. Chinese, African, and Modern Middle Eastern studies have
92
93
HESA (2010). Data collected by CILT, 2002-2010.
According to HESA, „other undergraduate students‟ include qualification aims below degree level such as Foundation
Degrees, diplomas in HE with eligibility to register to practice with a Health or Social Care regulatory body, Higher National
Diploma (HND), Higher National Certificate (HNC), Diploma of Higher Education (DipHE), Certificate of Higher Education
(CertHE), foundation courses at HE level, NVQ/SVQ levels 4 and 5, post-degree diplomas and certificates at undergraduate
level, professional qualifications at undergraduate level, other undergraduate diplomas and certificates including post
registration health and social care courses, other formal HE qualifications of less than degree standard, institutional
undergraduate credit and no formal undergraduate qualifications.
94
According to HESA, „postgraduate‟ programmes of study are those leading to higher degrees, diplomas and certificates
(including Postgraduate Certificate of Education (PGCE) and professional qualifications) and usually require that entrants
are already qualified to degree level (i.e. already qualified at level 3 of the National Qualifications Framework).
79
79
all seen increases: 86% (140 – 260), 82% (55 – 100), and 16% (410 – 475),
respectively. Notably, Russian and Eastern European studies have also increased
at postgraduate level, 80% when compared to 2002/3 numbers (255 – 460).
220. The largest increase in postgraduate language study is that of translation studies,
which more than doubled between 2002/3 and 2008/9. Postgraduate translation
students made up 27% of postgraduate language numbers in 2008/9. Many of
these students are not UK domiciled but are attracted to the UK by the opportunity
to study translation in an English speaking context.
221. Nearly 90% of postgraduates studying languages did so as a single subject, while
7% studied the subject jointly, 1% as part of a major/minor programme, and 3% as
part of a triple study programme.
222. At postgraduate level, approximately 50% of students in 2008/9 were domiciled
outside of the UK, while 49% were UK domiciled.
Language modules
223. Data is also available for non-language specialists taking accredited language
modules in higher education, as shown in Fig. 24. In the 2008/9 academic year, the
most recent year for which data is available, 59,690 students took a language
module, a 1% increase from the preceding year, taking 85,655 modules in total, an
8% decrease from 2007/8.95 Of those students, 65% (38,970) took their module as
part of a first degree; 5.9% (3,520) took it as part of a postgraduate degree; and the
remaining 28.8% (17,200) took it for other purposes. French studies remained the
most popular subject with 18,812 modules taken, followed by Spanish with 17,923
modules taken. 6,819 Italian modules were taken, along with 6,595 in German,
4,174 in Chinese, and 3,124 in modern Middle Eastern studies.
95
Ibid.
80
80
Fig. 24: Language Module Time Series 2002/3 – 2008/9 by
Course Aim
45000
40000
35000
30000
25000
20000
15000
10000
5000
0
2002-3
2003-4
2004-5
2005-6
2006-7
2007-8
2008-9
38605
41025
38870
38510
37490
39855
38970
PG degree - Total
1985
1995
1785
2080
2200
3460
3520
Other-Total
18315
17905
15195
16470
15960
15585
17200
First Degree - Total
224. More than a quarter of students taking a language module in 2008/9 were from
combined courses96, followed by business and administrative studies, social
studies, linguistics, classics, and related subjects, and education. The majority of
students studying a module as part of a first degree are in the first or second year of
their program.
International study in higher education
225. Participation in a period of study abroad provides higher education students with
valuable interpersonal and intercultural skills that may be transferred to the world of
employment. The majority of undergraduates on a language degree course spend a
year abroad, and therefore are well placed to access and develop the intercultural
skills that are so valuable to employers.
226. According to a review of international student mobility conducted by HEFCE in
2010, the UK has low rates of both credit and degree mobility (within-programme
and whole-programme mobility) compared to other European countries, and British
students‟ development of intercultural skills may be hampered as a result.97 The
report notes the UK‟s „rate of growth of degree [international student] mobility – 33%
96
„Combined courses‟ refer to those that do not have a strongly defined field of study, incorporating two or more fields into a
single degree. HESA tracks courses according to fields such as „Law‟ or „Medicine‟; „Combined‟ is a field used to categorise
degrees that do not meet similar definitions.
97
King, Russell, Allan Findlay, and Jill Ahrens (2010). International Student Mobility Literature Review. London: HEFCE.
81
81
over the period 1975–2006 – is also low by international standards (US 40%,
Canada 207%, Germany 424%, and France 492%).‟ It continues,
The UK‟s main destinations for degree mobility, according to the authors‟ best
estimates, are the US, Canada, Australia, Ireland, France and Germany... Credit
mobility is mainly to Europe, especially via the Erasmus programme, and to North
America. A decade-long decline in UK outward Erasmus mobility between the
mid-1990s and the mid-2000s has recently reversed, mainly due to the
introduction of the work placement scheme. Language and finance are major
obstacles for UK students contemplating mobility abroad. Hence the trends, for
both credit and degree mobility, are increasingly to Anglophone destinations.
227. The report ultimately cautions that „...attention needs to be paid to outward mobility
[of UK students] because of concerns that a low rate might hamper UK graduates‟
competitiveness in global and European labour markets, while a high rate may
signal a “brain drain”.‟
228. It is therefore clear that language students in higher education are at an advantage
because of the year abroad that is mandatory in most language degrees. This
period of study abroad provides them with vital intercultural skills, whether in a study
or work environment.
Initial teacher training
229. Data from the Training and Development Agency for Schools (TDA) is also
available regarding registration for Initial Teacher Training (ITT) in modern foreign
languages in the UK, denoting the stream of suppliers of language skills.98 Figure
25 shows the trend since 2000.
230. In 2010/11, 1,522 individuals were registered for ITT in modern foreign languages –
a 9% increase over the target of 1,390. However, this is a 12% decline from the
2009/10 figure of 1,732.
98
TDA (2011). Trainee Numbers Census Data. London: TDA.
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231. The 2010/11 academic year marks the second-lowest level of registration for MFL
ITT, followed by 2008/9; allocation targets have steadily declined since 2004/5,
along with registration numbers for both higher education and school-centred ITT
institutions and employment-based routes, excluding Teach First.
Fig. 25: MFL ITT Recruitment Figures, 2000/1 - 2010/11
2,500
2,000
1,500
1,000
500
Allocation/Target
Recruitment to
HE/SCITT Institutions
0
232. As a result of Government intervention, numbers for 2011 intake have been cut by a
further 14%, although those training to teach foreign languages will still receive a
tax-free bursary of £6000. However, there still remains a genuine concern that there
will be a shortage of language teachers, particularly if the introduction of the English
Baccalaureate increases the numbers studying languages in secondary education.
233. The 2011 Schools White Paper99 for England supported the extension of TeachFirst
and the introduction of new employment-based teacher training projects.
99
Department for Education (2010). The Importance of Teaching. London: Department for Education.
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Conclusion
234. While the overall number of university language students has remained largely
the same, the proportion of the increased total number of university students
that they represent has decreased. While there has been a 13.3% increase in
the number of students in higher education across all subjects and levels
between 2003/4 and 2009/10, language study at all levels excluding PGCE has
only grown by 1.8% in the same time period, and has declined by 1.1%
amongst UK domiciles. In 2009/10, only 2.5% of students at all levels of study
excluding PGCE were studying a language. As a result, insufficient numbers of
UK graduates are acquiring the necessary skills to compete in the global
employment market. Indeed, according to the CBI, only 10% of the UK
workforce can speak another language.100
235. In 2009, HEFCE noted, „The decline in modern language learning in England is
a cause of real concern... If not arrested, it will lead to the UK becoming one of
the most monolingual countries in the world.‟101 Providing a perspective from
business, the Managing Director of Tabula, a Lancashire-based global
manufacturing company, recently noted „[Languages are] just something I feel
that is being neglected in education. I think languages are absolutely vital skills
for coming into the workplace, and anything that can be done to encourage
[language study] should be done willingly by whoever can do it.‟102
236. While a number of positive developments in language learning have been
noted, such as the steady growth in Asian, Middle Eastern, African, and Iberian
languages, the general take-up of languages has decreased across all phases
of education since 2002. While many students continue to study Western
European languages, a number of commonly taught languages such as French
and German have seen a significant decline.
100
CBI (2009). Emerging stronger: the value of education and skills in turbulent times – Education and Skills Survey
2009. London, CBI.
101
HEFCE (2009). Review of Modern Foreign Languages provision in higher education in England. Bristol: HEFCE.
102
CILT (2011a). The Economic Case for Language Learning and the Role of Employer Engagement. London: CILT,
the National Centre for Languages.
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Conclusions and recommendations
237. The preceding chapters capture the most recent picture of the labour market
for languages and intercultural skills in the United Kingdom. Overall, it is a
positive image, with continued demand for a wide range of languages.
However, the fact remains that supply of these skills is being affected by the
recent decline in take-up of languages across secondary and higher education.
238. The research has been conducted against a changing landscape for the
languages community. Several major Government-funded programmes
supporting language learning have come to an end, and many organisations
working to represent language learning are undergoing major structural
changes.103
239. In higher education in general, the forthcoming introduction of higher tuition
fees in 2012, and the early indication that the majority of institutions are going
to charge the maximum of £9000 per annum, puts a significant emphasis on
value for money. If higher education is expected to produce more international
and employable graduates across all disciplines, then the research shows that
language and intercultural skills will contribute to the development of this
calibre of graduate. Therefore, language learning in higher education can
provide the return on investment that students will inevitably seek.
240. The results of the research demonstrate that there is a continued high demand
for language and intercultural skills. This is an important message for any
institution delivering language learning in higher education, at whatever level.
Employers are looking for individuals with active language skills, able to work
on an international stage at home or abroad. They are looking for a wide range
of languages, across a variety of sectors.
103
In higher education, the HE Academy is restructuring the funding for its subject-specific support, in secondary
education the funding for Links into Languages has been withdrawn. CILT, the National Centre for Languages has
merged with Centre for British Teachers (CfBT) to focus on primary and secondary education activity. Routes into
Languages will continue with bridging funding until 31 July 2011. UCML, as a membership organisation, will continue
to represent languages in Higher Education.
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241. More importantly, the research enables the higher education language
community and other interested parties to put a quantifiable figure on the
labour market for language and intercultural skills.
Collection of labour market intelligence
242. Supported by UCML using HEFCE funding, the research team was able to test
new methodologies. This has been a positive step forward for assessing the
labour market for languages and intercultural skills. The fact that these skills
are used across the full range of job roles and sectors at different levels has
meant that researchers previously were unable to determine a figure for the
number of jobs requiring a language skill.
243. Of the three methodologies, the jobsite analysis provided the most interesting
findings. It allows a search for a wide range of languages – in this case, a
minimum of 20 languages. The annual CBI Education and Skills Survey uses a
list of 11 languages to prompt respondents, which is more limited than that
used in this research. UCML may wish to offer CBI the list of most requested
languages to inform their future research.
244. The weakest in terms of robustness of data was the recruitment agency survey.
This is because the data is based purely on the responses of individual
organisations. The information in the response is commercial in nature, so
there is no way to verify the numbers quoted. It also relies on a sufficient
sample responding to the survey, which cannot be guaranteed. However, the
languages and sectors that respondents quoted do correspond with the
analysis of online data, which gives greater weight to the information gleaned
from the sample.
245. Given that many recruitment agencies already publish their own research on a
semi-regular basis, future labour market researchers may find that it is a better
use of resources to analyse the existing data as part of desk research or a
literature review and not carry out additional surveys.
246. Interviews with employers are also useful, but are dependent on a cohort of
employers willing to be interviewed. The research team was able to utilise the
network of contacts built up by CILT, the National Centre for Languages for this
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research, but that network may not exist for future research purposes. Links
with careers or employability services would need to be built on to generate a
list of employers. In addition, the Association of Graduate Recruiters could be
contacted to request that they include a language question in any future
research.
Research findings
Which languages?
247. The new research was able to demonstrate a clear demand for the four modern
foreign languages most commonly studied at university: French, German,
Spanish, and Italian.
248. There remains considerable demand from employers for French and German
in particular, despite a sustained period of decline in take-up in secondary and
higher education. This is not surprising, given that Germany and France,
combined with Francophone Belgium & Luxembourg, form two of the UK‟s
largest export and import markets. Dutch and the Scandinavian languages
were also commonly requested, as a result of the UK‟s trading relationship with
the Netherlands and Northern European countries.
249. While a review of CBI research, where respondents were given a list of
languages to rate in importance, suggests that demand for German is
dropping, the survey of online jobsites and recruitment agencies indicates that
demand for German (and French) language skills remains very strong. Both
languages were particularly in demand in sales and trading roles, including
those with an export focus. In fact, German was the most requested language
across all positions and sectors. However, given the continued decline in
numbers taking German and the closure of German departments, we can
anticipate that the need for German speakers will be become even greater and
a skills shortage may emerge.
250. While certain languages registered lower instances of demand, the range of
languages requested in total was extensive.
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251. Both the jobsite analysis and the recruitment agency survey indicated that the
majority of all available positions were in London and the surrounding South
East region; other pockets of activity include the major commercial regions of
the North West and the Midlands. Notably, a high proportion of vacancies were
for posts outside of the UK, which is understandable for vacancies requiring
individuals to operate in a second language.
252. Sales and Trading was the most active sector, accounting for one third of all
available vacancies for linguists. This was followed by vacancies in IT and
Technology, Administrative, Finance, and Project Management roles. Sales
and Trading and Finance were the sectors most likely to request candidates
with more than one language.
253. Medical and Legal vacancies did not feature strongly in the jobsite results but
did feature in the recruitment survey data. Other sectors, such as Retail and
Hospitality, had the lowest numbers of available positions, but this could be
closely linked to the timing of the research. Translation did not feature on the
jobsite research but did on the recruitment survey, and it is likely that
employers may use specialist agencies to search for candidates in this area.
Overall, businesses in a wide variety of sectors actively seek recruits with
language ability.
254. In the period of the research, a survey of various UK jobsites indicates that
between 1-4% of all positions advertised require language skills. The research
could not incorporate every job vacancy that required a language during the
period of the survey, as the research did not cover all jobsites in use. As only
2.5% of all higher education students were studying a language at any level in
2009/10, the percentage of vacancies requiring a language compares
favourably with numbers studying a language in higher education.
255. Responses also indicate that employers are looking for linguists with advanced
foreign language skills that can be used in a business context. They
demonstrate that businesses seek recruits who are highly competent in
languages but not necessarily specialist linguists, such as translators or
interpreters. While the linguists need not have native fluency, they do need to
be adept at applying their language skills in a practical context. This gives
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greater emphasis to speaking and listening, for relationship building, in addition
to the ability to write and understand written business documents.
International mobility
256. International experience is reported as a definite advantage for graduates to
succeed in the recruitment process, as is relevant work experience. The year
abroad, with work placements in a school or business, provides a unique
opportunity to demonstrate valuable international experience and enhance a
graduate‟s profile.
257. The ability to use a language actively, and apply it with some fluency in a range
of situations, is highly prized by employers. Recruiters comment that graduates
who have spent an extended period abroad are more likely to have this
competence.
258. Despite the argument that students who study and work abroad get better
degrees and higher paying jobs, the take-up of funded mobility programmes
such as Leonardo and Erasmus is still very low among UK students. The
uncertainty over the fee waiver for the year abroad and the increase in tuition
fees could yet have an additional impact on those taking a study period abroad.
259. Mobility of students has a significant impact on their employability. The drop in
numbers doing language degrees, combined with poor Erasmus take-up from
UK students, will have a further impact on the numbers of graduates with
international experience. Employers will be forced to recruit from overseas to fill
this skills need.
260. It is important to encourage graduates to benefit from any opportunity to study
or work abroad as part of their degree, in order to maximise the ability of UK
graduates to compete on the international job market, home and abroad.
Labour market demand for language and intercultural skills
„…where the language of our customers is not English, we buy more than we are
able to sell.‟
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261. The economic case for language skills in the UK economy has been well
documented in both UK and European studies, as the previous chapter on
demand shows.
262. The research reports that international experience has a direct correlation to
trade. James Foreman-Peck of Cardiff Business School contends that
underinvestment in languages amounts to the equivalent of a 3-7% tax on
British exports. In the current political climate, where UK PLC is being actively
encouraged and supported in its export activities, language and intercultural
skills play a key role and must be supported accordingly.
263. The ability to operate in more than one language must not be the domain of the
multinational – it is also relevant to SMEs. In order to remain competitive in the
global marketplace, the UK must invest in language ability and specifically,
British businesses of all sizes must speak the language of their customers in
order to export goods and successfully enter new markets.
264. Unfortunately, it is clear that the demand for language skills among UK
business is often latent. UK companies are more complacent about articulating
or recognising the need for language and intercultural skills and lag behind
their European competitors in rewarding employees with this ability.
265. However, the primary research shows this latent need does not mean that
graduates will not be recognised for their language skill. If an employer does
not articulate a demand for a language skill, it does not mean that they will not
value it when it formed part of an applicant‟s skills profile. Employers consider
languages part of a broader skills package and therefore may not be explicit
about their needs. Those who took part in the research overwhelmingly
reported that a UK graduate with language skills applying for a particular job
would have „the edge‟ over a similar graduate without language abilities. It is
therefore important for graduates to highlight their language skills, even if the
advertisement does not specify a language requirement.
266. Strategic development is a key driver of demand for languages and intercultural
skills. Businesses looking to expand will find language skills enable them to
target a wider range of markets. Where a business is looking to expand into a
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particular market, then it will look specifically to recruit candidates with skills in
that language, or the potential to develop them.
„The more global you are…the more the work…workforce globalises; the greater the
importance of language capability as part of a standard skill set‟
267. Where employers cannot find the language skills they need in the UK
population, they are forced to take other measures to meet the skills gap. While
some employers may provide language training, the majority are forced to look
elsewhere and recruit from abroad.
268. Relationship building and intercultural awareness stimulate demand for
language skills. Employers value even conversational language skills for their
ability to cement a good working relationship with a colleague or client.
Intercultural awareness enables an individual to operate successfully across
cultures, regardless of language ability.
269. Employers also noted that language skills provide graduates with a means of
advancing their careers:
„Languages provide a platform for people to become valuable to the business – for
example through getting involved in meetings and projects with foreign clients – and
enable them to progress their career.‟
270. Graduates with language skills should be encouraged to emphasise the
linguistic and intercultural skills they have gained in CVs and job applications,
regardless of whether a language skill is specified in the job description or
recruitment advertisement. As the present research demonstrates, it can make
an individual application stand out from the competition.
Demand for related skills
271. The research set out to establish the combinations of skills that are required
alongside linguistic or intercultural competence. Often called „transferable‟ or
„soft‟ skills, they cannot be measured with a qualification but are more
commonly demonstrated in a job application or aptitude test. More recently, the
term „employability skills‟ has entered the vocabulary.
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272. Members of the Confederation of British Industry list seven employability skills
that they seek in graduates: communication, teamwork, analytical ability,
organisational skills, flexibility and adaptability, interpersonal skills, presentation
skills and leadership. It should not be underestimated how much the broad
education offered by undergraduate study can provide all these attributes, and
students should be encouraged to link their achievements to the above skills.
273. The study of language and its related skills - communication, presentation,
cultural awareness, research, analysis and flexibility – in a higher education
context is still key in this labour market.
Languages as part of the perfect graduate package
274. Graduates need to become more adept at describing how their language and
intercultural competence can contribute to the employability skills potential
employers seek.
275. Language graduates must present their language skills as part of an overall
recruitment package in order to remain competitive and successful. Languages
cannot be used in isolation, and the research carried out for UCML on the UK
and international labour market demonstrates how employers want graduates
to use their language skills in a range of professional contexts.
276. Language learning complements and develops an ability to work with
individuals from diverse backgrounds and supports an ability to build
relationships on both personal and professional levels. It also strongly suggests
an ability to learn new skills and adapt to new situations and surroundings. It
encourages international mobility in a way that no other discipline does, giving
graduates a strong command of a particular language and increased flexibility.
Supply
277. The research conducted for the Shaping the Future of Languages project
reiterates that uncertainty around language learning policy in Primary and
Secondary education will have the long term effect of reducing the numbers of
language learners entering higher education. The introduction of the English
Baccalaureate, containing a compulsory language element, may have a
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positive effect on take-up but reduced numbers of language teachers may
prevent short term increases in take-up. However, in the short term, the hard
facts are that fewer students are taking language post-14. This inevitably has
an impact on the internationalisation of the UK student population, in particular
those who do not go on to study a language at some level in higher education.
278. In higher education, some languages are holding up well in terms of take-up
but other languages in demand from employers, notably German and Russian,
are in decline. It is anticipated that this will lead to greater skills shortages in
these languages in future.
Future skills needs
“There is no change in the roles that need different languages, there are just more
languages that are needed”
279. The continued popularity of German with employers based in the UK, and its
strategic importance as a language to international institutions, would indicate a
potential increase in demand in future, rather than a decrease. The decline in
numbers taking German in secondary education and the closure or
restructuring of German departments throughout the UK will continue to have a
negative impact on the numbers of those who can speak German. As a result,
the research would indicate a future widening skills gap that may need to be
addressed at higher education level.
280. Portuguese has been mentioned by many employers we interviewed as
important, but that importance is not yet reflected in the vacancies advertised
with recruitment agencies and jobsites. This indicates that this is an emerging
or future skills gap, as British businesses seek to expand into new markets.
Other languages that employers have indicated as growing in demand are
Russian, Mandarin/Cantonese, Arabic and Polish. As these are less commonly
taught languages in higher education, we can expect this demand to grow as
UK PLC seeks to expand.
281. Providing a base of graduates with language skills to select from should be an
overarching aim. An individual who has learnt one language is seen by
employers as an individual that can learn another language – that they can be
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a language learner for life. This is helpful to employers who may wish to train
linguists in rarer languages that are currently not taught in higher education,
such as GCHQ or the EU institutions who cater for many member states.
282. This demand may lead to a greater role for modular and ab initio language
learning in higher education institutions and is potentially a very interesting
market for institutions.
Conclusion
283. This research has shown that the languages that are still most in demand are
those of our European trading partners. There have been several high profile
examples of individuals proclaiming that we teach the wrong languages in the
UK. Indeed, last year, the former Labour Minister for Europe Chris Bryant
posited that French was useless in today‟s world. However, the research
shows that French and German are still overwhelmingly popular with
employers specifying a language for recruitment. Germany and the
Francophone nations of France, Belgium and Luxembourg contribute
significantly to UK trade, and as a result, the demand for those languages
remains very strong. Other European languages, such as Spanish, remain
strong because of their worldwide influence. Portuguese is regularly cited as a
language for which there will be an increased demand, and our research
demonstrates the relative importance of Dutch, despite the high number of
English speakers in the Netherlands.
284. Non-European languages, such as Mandarin Chinese or Arabic, are also in
demand. However, the results show that they are requested in addition to – not
instead of – the Western European languages that have been taught for so
many years in UK higher education.
285. As a result, we can conclude that there is no right or wrong language to teach
or to learn. There is an argument for teaching all of these languages at a high
level, not just a few languages deemed to be of strategic importance.
Languages continue to be critical to the success of the UK, and we are indeed
still learning the right languages. However, we do need to increase the
numbers of those learning languages.
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Recommendations
Recommendation 1
286. The quantitative data provides a baseline that future research can track.
Labour market information must be kept up to date and for that reason, the
authors would recommend that UCML and other interested parties undertake to
update the information on an annual or biennial basis. Most sectors update LMI
every two years, and languages and intercultural skills should be no exception.
Recommendation 2
287. As discussed, not all of the methodologies tested provide similarly robust
results. Of the three methodologies used in this research to gather new data,
the online jobsite search provided the most quantifiable data. It would be better
to focus future resources on measuring the labour market using online jobsites.
The number of jobsites surveyed could be extended to establish an even wider
picture of the labour market. The comparison of language-related vacancies
and total vacancies is a useful one for measuring the size of the market and it
would be useful to track any trends in the comparison.
Recommendation 3
288. While the funding window of the project dictated the timescale of the research,
the authors would recommend that any update to the research is carried over a
longer period of time, and excludes the pre-Christmas period. This may have
had a negative effect on the number of vacancies posted, and a longer period
would allow better tracking of the labour market. A three-month period of data
tracking would be optimum. This would also allow time to contact a different
sample of employers for additional qualitative data.
Recommendation 4
289. UCML or other interested parties may want to commission future research that
can demonstrate trends in particular languages, such as Scandinavian and
East Asian languages, as this may prove useful for strategic planning
purposes. However, given the strength of demand for the commonly taught
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European languages, the market for these languages should also continue to
be measured.
Recommendation 5
290. Higher education colleagues need to continue to work with their institutional
colleagues on integrating languages into the employability and
internationalisation strategies of the institutions. The continued funding of
Routes into Languages until July 2012 can provide a bridge to this work, but
more needs to be done to embed this into the strategic planning of higher
education institutions across the board.
Recommendation 6
291. Graduates should be encouraged and supported to demonstrate the value of
their language and intercultural skills on job applications, even if the skills are
not specified in the recruitment advertisement. Careers and employability
departments in HEIs may wish to work with language departments to prepare a
resource with advice on how to accurately represent in job applications the
transferable skills gained by language learning or studying abroad in higher
education.
Recommendation 7
292. The latest HESA data show a slight increase after many years of decline. It is
important therefore that the annual analysis of HESA data continues so that we
can continue to track the progress of languages in higher education. UCML and
the language community must work with BIS to ensure that the analysis can
continue in future.
Recommendation 8
293. Finally, higher education should work with business to further develop key
messages about the value of languages and intercultural skills, to encourage
the study of modern foreign languages in higher education.
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Appendices
Appendix A: Survey Questions for Recruitment Agencies
1. Does your agency specialise in recruitment of language skills?
2. Approximately what percentage of your business involves language
recruitment?
3. Where is your company located?
4. Approximately how many vacancies have you advertised in the last 12
months that required some degree of foreign language competence?
5. Approximately what proportion of the job vacancies are in the following
regions?
6. Which of the following foreign language competence levels is the most
commonly requested by clients posting vacancies?
7. Approximately what proportion of the job vacancies requiring language
competence were in the following sectors? (IT/telecoms/contact centres,
finance, retail, law, hospitality, tourism, arts, media, fashion, PR and
marketing, government and public sector, construction, engineering,
manufacturing, sport and leisure, education, transport and logistics)
8. At what levels were the job vacancies? (sales and customer services,
personal services, skilled trades, administrative, professional, managerial)
9. Approximately what proportion of the job vacancies required knowledge of
more than one foreign language?
10. What proportion of the job vacancies required:
a. a degree in modern foreign languages?
b. a degree in a discipline other than modern foreign languages?
c. a degree in a foreign language and another, non-language, subject
e.g. economics?
d. Post graduate qualification in a language?
11. What proportion of the job vacancies involved the following languages?
Please give us approximate number of vacancies for each of the languages.
(Mandarin/Cantonese, Spanish, Russian, German, French, Japanese,
Korean, Portuguese, Arabic, Polish, Other)
a. Please list which three languages are most in demand from your
clients.
12. Are there any sectors which have specific language requirements e.g. do
financial clients look for Spanish skills, do engineering clients look for German
etc? (Mandarin/Cantonese, Spanish, Russian, German, French, Japanese,
Korean, Portuguese, Arabic, Polish, Other)
13. Have you noticed an increase in demand for any particular language(s) in the
last 12 months? (Mandarin/Cantonese, Spanish, Russian, German, French,
Japanese, Korean, Portuguese, Arabic, Polish, Other)
14. Have you noticed an increase in demand for language skills in any particular
sectors in the last 12 months?
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15. What are the most common skills requested in addition to language skills?
a. Leadership and management
b. Team working
c. Business and customer awareness
d. Specific IT knowledge
e. Self management
f. Communication and literacy skills
g. Problem solving skills
h. Other skills
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Appendix B: The Six Levels of Language Competency
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Appendix C: Works Cited
Introduction
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education in England. HEFCE Issues Paper October 2009/41. London: HEFCE.
The Demand for Language Skills
BBC News (2011). “Work experience „key to job hunt‟ for graduates.” London: BBC
British Academy Policy Centre (2011). A Position Statement: Language Matters More
and More. London: British Academy.
CBI (2011). Building for Growth: business priorities for education and skills:
Education and Skills Survey 2011. London. CBI
CBI (2010). Ready to grow: business priorities for education and skills: Education
and Skills Survey 2010. London: CBI.
CBI (2009). Emerging stronger: the value of education and skills in turbulent times –
Education and Skills Survey 2009. London, CBI.
CBI (2008a). London Business Survey 2008. London: CBI.
CBI (2008b). Taking Stock: Education and Skills Survey 2008. London: CBI.
CILT (2009). Why Languages Matter. London: CILT, the National Centre for
Languages.
CILT (2008). Labour Market Intelligence in Languages and Intercultural Skills.
London: CILT, the National Centre for Languages.
CILT (2005a). Talking World Class: The impact of language skills on the UK
economy. London: CILT, the National Centre for Languages.
CILT (2005b). Talking Sense: A research study of language skills management in
major companies. London: CILT, the National Centre for Languages.
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Commission of the European Communities (2008). Communication from the
Commission to the European Parliament, the Council, the European Economic
and Social Committee and the Committee of the Regions: Multilingualism: an
asset for Europe and a shared commitment. Brussels: CEC.
Department for Education (2010). The Importance of Teaching. London: Department
for Education.
Euro London Appointments (2010). European Hiring Trends – Autumn/Winter 2010.
Manchester: Euro London Appointments.
European Commission (2010). Employers‟ perception of graduate employability.
Eurobarometer Report. Brussels: European Commission.
European Commission (2008). Leonardo da Vinci – Mobility Figures 2000-2008.
Brussels: European Commission.
Feely, A.J. (2004). The impact of the language barrier on the management of
multinational companies. Birmingham: Aston University. PhD thesis
(unpublished).
Foreman-Peck, James (2007). Costing Babel: the contribution of language skills to
exporting and productivity. Cardiff: Cardiff Business School.
Frankel, J. (1997). Regional Trading Blocks. Washington DC: Institute for
International Economics.
Frankel, J. and Rose, A.K. (2002). An estimate of the effect of common currencies on
trade and income. Quarterly Journal of Economics 117 (2). Oxford: Oxford
Journals.
GoSkills (2009). GoSkills Employer Skills Survey, March 2009. London: GoSkills.
Hagen, Stephen, et al (2006). ELAN: Effects on the European Economy of Shortages
of Foreign Language Skills in Enterprise. London: CILT, the National Centre for
Languages.
HEFCE (2008). Graduates and their Early Careers. Issues Paper 2008/39. Bristol:
HEFCE.
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Helliwell, J. (1999). Language and Trade in A. Breton, ed., Exploring the Economics
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The Supply of Language Skills
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Further Reading
Brassell, M. (2010). „Developing young people‟s international communication skills
through employer engagement in language learning.‟ Paper given at the
Education and Employers Taskforce October 2010 Conference: The point of
partnership, University of Warwick.
British Chambers of Commerce (2003). BCC Language Survey: The Impact of
Foreign Languages on British Business – Part 1: The Qualitative Results.
London: BCC.
British Chambers of Commerce (2004). BCC Language Survey: The Impact of
Foreign Languages on British Business – Part 2: The Quantitative Results.
London: BCC.
HEFCE (2008). Strategically Important and Vulnerable Subjects: Final Report of the
2008 Advisory Group. London: HEFCE
Mann, A., Stanley, J. and Lopez, D. (2010). What is to be gained through
partnership? Education and Employers Taskforce: Second edition. London:
Education and Employment Task Force
Nuffield Foundation (2000). Languages: The Next Generation. London: The Nuffield
Foundation.
OECD (2010). Learning for Jobs: Synthesis Report of the OECD Reviews of
Vocational Education and Training. Paris: OECD.
UKCES (2009). National Employer Skills Survey for England 2009. London: UKCES.