Will Language Learning Become a Privilege in the UK? A Post-Brexit Crisis That Demands Action

Language learning in the UK is facing a pivotal moment, and as someone who has lived and worked across borders thanks to language opportunities, I feel this crisis on a very personal level. When news emerged that the University of Nottingham was considering closing its language degrees, it was not simply an isolated decision buried in a higher education report. Instead, it felt like a symbolic confirmation of something many of us have sensed for years: modern language education in Britain is slowly being dismantled. GCSE entries continue to fall, A level numbers are shrinking at an alarming pace, and universities across the country are quietly shutting down or scaling back their language departments just as global mobility and cultural literacy become more essential than ever. This raises a difficult and increasingly urgent question. Is language learning becoming a privilege in the United Kingdom? And if so, what does that mean for the next generation?

The Shrinking Space for Languages in UK Education

Over the last two decades, the erosion of language learning in British schools and universities has been steady and deeply concerning. Schools struggle to recruit and retain qualified language teachers; many rely on non-specialists or overstretched staff covering multiple subjects. In some state schools, languages have been pushed to the edges of the timetable, often reduced to minimal contact hours or delivered in ways that make real fluency nearly impossible. Meanwhile, private schools continue to offer a rich variety of languages, from French and Spanish to Mandarin and Italian, complete with trips, immersion programmes and tailored teaching that reflects social and financial advantage. The result is a widening divide between students who grow up with linguistic opportunities and those who are left with scraps of provision. As one university language lecturer warned in frustration, “We are not witnessing a decline in student interest in languages. We are witnessing a systematic dismantling of access.” That statement captures the reality far better than any data graph: the problem is structural, not motivational.

Brexit and the New Barriers to Multilingualism

For me, the decline in language opportunities is tied powerfully to the impact of Brexit. The UK’s departure from Erasmus Plus marked the end of an era of effortless cultural exchange for British students. I was part of that generation who benefitted enormously from European mobility — I lived and worked in Ireland as an au pair, learning English more deeply not through grammar exercises but through real-life immersion, friendships, conversations and the day-to-day rhythm of living abroad. It shaped my career, my worldview and my understanding of what languages make possible. Today’s young people are growing up with far fewer chances to build those same international experiences. A former Erasmus coordinator summarised the impact in stark terms when they told me, “We have moved from empowering students to systematically limiting them.” It is painful to realise that the ease and freedom I took for granted is slipping away for those coming after us. At a time when the UK needs more cultural understanding, not less, severing pathways to immersion feels like a profound step backwards.

AI, Apps and the Illusion of Accessibility

Technology is often presented as the great equaliser, and in some ways it truly is. Artificial intelligence and language-learning apps give the impression that language education has never been more accessible. Translation apps can produce instant sentences in dozens of languages and tools like voice recognition or AI-generated explanations seem to promise a shortcut to fluency. But anyone who has worked with languages professionally knows that these tools have sharp limits. They cannot grasp cultural nuance, humour, idioms or the emotional tone that shapes meaning. As one professional translator expressed bluntly, “AI can spit out words in another language. It cannot translate meaning.” This is a truth I see confirmed again and again. Even the most sophisticated tools can only enhance language skills when there is already a foundation of understanding underneath.

Despite these limitations, the desire to learn languages is very much alive. I see it all the time in London: children and teenagers on the bus, in parks, or sitting outside cafés, practising Spanish, French or Italian on their phones. Many proudly keep their Duolingo streaks going for months. Some even show me the new words they’ve learned. Duolingo now has more than eighty million monthly active users worldwide and consistently ranks among the most downloaded education apps in the UK. This should tell us something crucial. Young people are not turning away from languages. They are trying to learn despite the system, not because of it. They are using whatever tools are left available to them. But as one linguist reminded me, “At the end of the day, Duolingo teaches vocabulary. Teachers teach communication.” Without proper lessons, structured programmes and long-term guidance, apps risk becoming a digital plaster over a much deeper educational wound.

Why Losing Languages Means Losing More Than Words

The consequences of cutting language education extend far beyond exam results. Losing languages means losing access to cultural understanding, empathy and wider perspectives. It means reducing the country’s ability to negotiate, collaborate and thrive on the world stage. A modern languages professor put it powerfully when they observed, “When a country stops teaching languages properly, it stops teaching its young people how to understand the world beyond its borders.” This is not just about grammar or exam syllabuses; it is about outlook, identity and the ability to function in an interconnected global society. Countries that continue to invest strongly in language learning, such as the Netherlands, Sweden and Germany, consistently demonstrate robust economic performance, an outward-looking mentality and impressive global competitiveness. (These are countries where languages are not only thriving but deeply connected to strong, innovative economies; and perhaps one day British young people will once again be tempted to live and work there.) The UK, by contrast, is at risk of drifting into a form of cultural and linguistic isolation that feels increasingly out of step with the world around us.

This Crisis Shows Why Multilingualism Matters More Than Ever

And yet, for all the concern, the current situation also reveals something hopeful. The struggle to keep languages alive in Britain is a reminder of just how necessary multilingualism remains. Languages open doors in a way that nothing else can. They create friendships, broaden horizons, build confidence and allow young people to imagine futures that extend far beyond their home postcodes. They connect communities and foster deeper understanding of the people we live among. When we teach languages, we do more than teach vocabulary; we teach curiosity, courage and connection.

This is why we need a renewed conversation about language learning in the UK. Schools, universities, policymakers and local communities must recognise that language education is not a luxury subject, nor an optional extra to be squeezed out when budgets tighten. It is an essential skill for living well in a globalised world, and a meaningful part of identity formation for young people. Without it, we risk raising a generation less prepared to engage with the world, less culturally aware and less confident stepping beyond their borders.

A Call to Schools and Universities in the UK and London

As someone deeply connected to the London translation and language-learning community, I want to extend a genuine invitation to local schools, colleges and universities. Let’s work together to protect and rebuild language education. There are countless ways to breathe life back into languages in the UK, from more innovative curricula and partnerships with cultural institutes to community projects, language exchanges and collaborations with local language professionals. No single institution can fix this alone, but collective effort can make a meaningful difference.

If your institution is reviewing its language offer, if you are a teacher seeking new resources or if you are a school leader looking to strengthen your provision, I would be glad to connect. By working together, we can ensure that multilingualism becomes accessible again and that language learning remains a right rather than a privilege reserved for the few who can afford it.

Conclusion: A Future Worth Defending

Language learning in the UK stands at a crossroads. One path leads toward continued cuts, shrinking opportunities and widening inequality. The other path leads toward renewed investment, stronger global connections and a multilingual generation equipped to navigate an increasingly complex world. The choice is not abstract. It affects real children, real futures and the country’s place on the world stage. The decision lies with all of us — educators, parents, policymakers and communities — but the time to act is now. The future of languages in the UK is still worth fighting for, and the next generation deserves nothing less.