Although we have made progress in recent years, language learning in schools is still hampered by some major fault lines. These involve “provision factors” such as time allocation and the age at which language learning begins, and “organizational factors” such as option systems and timetabling. As the Languages Review
so clearly reported, however, there is also an issue of engagement – or the lack of it – by young people. We need to reflect on the approaches which help learners learn and those which are obstacles to progress, and we need to work to allow language teachers to develop their professional competences. We envisage that this too will require international cooperation – with colleagues in Europe and in other Anglophone countries in particular.