Soft Power and the UK’s Influence (Select Committee Report) — House of Lords, 2015-03-10
Topic: International Affairs
Jean Coussins (Crossbench, Unknown): My Lords, in welcoming this report, I want to draw attention to the role of languages in soft power. I declare interests as chair of the All-Party Group on Modern Languages, which is supported by the British Council, and as vice-president of the Chartered Institute of Linguists One of the Select Committee’s conclusions was: "The UK’s capacity to build connections is constrained by the small number of its citizens who are able to speak foreign languages. Given the transition towards a more people-to-people, reciprocal form of international relations, remaining mono-lingual goes against the grain of how influence and engagement, and therefore power, now operate" The report welcomes the reopening of the Foreign Office Language School. It is certainly a wonderful resource, as is the Defence Centre for Languages and Culture. However, I am concerned that not enough is being done to enable these resources to be used across government departments. Individuals are prepared for specific postings, but, by last November, only 34 of the 813 students at the Foreign Office Language School came from departments other than the Foreign Office. I would like to ask the Minister, when he replies, to say what progress is being made in identifying officials from across government who would benefit from language training in order to equip them for the concours entry exam for the European Civil Service. As the soft power report notes, the underrepresentation of British officials in the EU and the UN could be detrimental to the UK’s long-term influence. At the last concours, the UK managed to supply a mere 2.6% of the applicants. The report calls for a government audit of language skills across the whole Civil Service, echoing the British Academy’s Lost for Words report. I simply do not understand why the Government have resisted this proposal up to now, but I was encouraged to see in its response that the FCO has now agreed to discuss this with other departments. I suppose that is a start. I would like to hear from the Minister that there is more robust support for this project and a timetable to get it done. There is the related question of pay and career structure. Career progression usually means management and management means less and less practical use of one’s language skills as an interpreter or translator. There are special career paths and pay scales for government lawyers and scientists. Would the Minister support a similar system for government linguists I also endorse the report’s support for SMEs that are exporters. According to the British Chambers of Commerce, 70% of SMEs have no foreign language ability for their markets and the deficit is greatest in the fastest growing markets. Only 0.5% have any ability in Russian or Chinese, and, with the importance of market growth in Latin America, it is equally shocking that 64% speak no Spanish, never mind Portuguese. Research commissioned by BIS and published last year estimates that the UK’s lack of language skills is costing the economy 3.5% of GDP—or £48 billion—every year. By contrast, SME exporters that do use languages proactively are achieving a far higher export-to-turnover ratio, estimated at 40% higher. Will the Government give tax breaks to SMEs that invest in language training for their workforce? It would be very good to see that in next week’s Budget Finally, I turn to the need for an underlying long-term strategy on language learning in schools and universities so that we can get out of this monolingual dead end. The Select Committee report urges the Government to make every effort to redress the decline in language learning and to provide increased support for study abroad programmes. In my view, the Government’s response is predictable and far too narrow, giving a very selective and sketchy picture of what is really happening. Yes, the EBacc has had a positive effect on GCSE take-up, but the signs are that that has now plateaued. The dark cloud on the horizon is Progress 8, the name of the new system to measure GCSE performance by schools from 2016. Head teachers are already saying that, as languages will not be a requirement here, they will be further sidelined. I ask the Government to act now to prevent Progress 8 cancelling out the benefits of the EBacc for languages in state schools Having key stage 2 languages is no great panacea either. Of course this is a good thing, but it will be 2025 before we see the full impact of this policy. In the mean time, it looks very fragile in practice, with a quarter of primary schools having no qualified languages teacher. On top of that, A-level entries are dropping at an alarming rate, and one reason for that is that language A-levels are more harshly marked than other subjects. Will the Government please speak urgently to Ofqual about this and ensure that an equitable marking system is put in place Decline at A-level obviously has a direct impact on universities. Since 2000, 45 UK universities have scrapped modern languages degrees. There is a particular problem with the lesser taught but strategically important languages, which are the ones often vital for soft power relations. Kurdish, for example, is now taught at only one university in this country. Government help for Routes into Languages is an important and welcome measure, but a drop in the ocean compared to what needs to be done to build the UK’s language capacity in a way that truly meets our public policy and soft power needs. We must remember that there are 4.2 million people in the UK whose first language is not English but who do speak some of the languages in demand by business and diplomacy. Children who speak languages such as Arabic, Korean, Pashto, Turkish or Farsi at home should have their linguistic skills recognised, nurtured and accredited, and be shown how much more employable it will make them as a result My contribution to this debate has illustrated how the role of language skills spans the remit of many different government departments. Everything is interconnected: schools, universities, the EU, the UN, trade and development, the World Service, are all of soft power. It requires a coherent, strategic cross-government policy. My final question to the Minister is: will he support the idea of a Minister with designated responsibility for language policy across government Speaking English in the 21st century is a huge asset, but speaking only English is a big disadvantage. Success today, in business, diplomacy or research, requires cultural intelligence and agility. The soft power advantage belongs to the multilingual.