Teaching a modern language in the UK was once described by the eminent languages educator Eric Hawkins as “gardening in a gale”. But as a languages teacher, the well documented decline in pupils learning a language, and the subsequent cuts to languages degrees have made it feel more like a category five hurricane.

Aberdeen University, one of the oldest in the UK, is making major cuts to its languages degree courses, having already proposed abolishing them entirely. This prompted an unprecented intervention from diplomats from four countries, urging the university to reconsider its proposals.

READ MORE: School language learning in schools in 'terminal decline' warn Labour

This is happening against falling numbers of pupils taking a language to Higher level. The German Ambassador to the UK recently warned the First Minister Humza Yousaf about the “dramatic” decline in German teaching in Scottish schools, despite Germany being the UK’s second largest trading partner for goods and services.

Widening access to languages education could be worth billions to the UK economy, according to a 2022 report by the University of Cambridge. Moreover, the languages classroom is the place where pupils learn to become global citizens, by understanding other cultures and challenging racism and cultural sterotypes.

So how can we motivate more Scottish young people to discover the joy of learning a language? As a languages teacher, here are the six things we need to change if we are to avert a full blown crisis in languages learning.

ONE: We teachers need to stop speaking so much English in the classroom. That may sound obvious, but the format of SQA exams effectively forces teachers to discuss reading and listening comprehension texts in English. And as the school year in Scotland can feel like an endless tunnel of coursework, prelims and National exams from S4 – S6, the culture of “talking about the language” rather than “talking in the language” becomes dominant. Pupils are taught to the test for formulaic exam tasks and regurgitate rote-learned language. Instead, they need exposure and opportunities in class to use the language they’ll require to communicate in the real world.

TWO: We still have an unhealthy obsession with grammar and accuracy. That’s not to say that grammar isn’t important (it is), but research tells us that if we make grammar and accuracy our main focus, the vast majority of learners will find learning a language demotivating and abstract. This quite British approach is encouraged by textbooks that prioritize grammar over meaningful and engaging content, and leads to the perception that languages are “difficult”.

THREE: We need to promote a culture of reading. Research shows that reading in a foreign language is one of the best things we can do to improve. Not only do stories help us retain new words in our long-term memory, but engaging with interesting characters and plot generates positive emotions and raises cultural awareness. Does this mean our pupils should all be devouring Molière and Victor-Hugo? No. There is a huge range of books written at an appropriate level for our learners, but schools need the money to be able to access these resources.

FOURTH: The Scottish Government and local authorities need to promote cultural exchange programmes. Meeting new people and forming relationships is the raison d’être of learning another language. Brexit, fears over safeguarding and financial issues have led to a traditional language exchange programme steadily disappearing. Yet Ireland has moved in the opposite direction, supporting schools financially to take part in exchanges.

FIFTH: We need to increase the time spent each week learning a language. One period a week of French might be fun and interesting, but it isn’t going to lead to much progress. Our pupils know this, and when they see they aren’t getting anywhere, they don’t see any reason to continue. The issue of composite classes is also problematic. Despite a teacher’s best efforts, it is impossible to teach a class well when pupils in one class are simultaneously preparing for National 5, Higher and Advanced Higher.

SIXTH: The elephant in the room... The 2004 decision to make languages non-compulsory in Scotland has led to a precipitous decline in the number of pupils continuing a language to Higher. That this has been allowed to happen is scandalous. Languages are not some desirable extra, but rather they are about literacy. Viewed in this context, Scottish pupils are becoming less literate than our European neighbours.

If we want to see real change, languages must become compulsory yet accessible for pupils to the age of 16, just like maths, science and English. This would send a powerful message that we value the literacy and intercultural skills learning a language brings. It would also bring us in Scotland into line with the norm across much of the developed world. With the Hayward reforms of the exam system underway, we have a golden opportunity. Will the Scottish Government have the courage to take it?

Wind-battered amidst the hurricane, we languages teachers will carry on, in hope of brighter days ahead. If Scotland has the courage to make bold policy change, that might just happen.

Jonathan McBride teaches German and French at an indpendent school in Edinburgh. He was awarded a Churchill Fellowship in 2023/24, enabling him to undertake a research project in Canada, Switzerland and Germany into languages teaching in secondary schools.