GCSE languages sees rise in Wales after new approach

A fresh enthusiasm for language learning is emerging in schools, marked by innovative methods that go beyond traditional vocabulary drills. At Ysgol Penrhyn Dewi in Pembrokeshire, students like Hugo, who initially signed up to consider studying French for their GCSE, found themselves exploring languages such as Mandarin through a unique mentoring project led by Cardiff University. This program is credited with helping reverse a long-standing decline in modern foreign language (MFL) uptake in schools.

Lucy Jenkins, who heads the project, explains that their approach “takes the language learning out of language” by encouraging pupils to reflect on the reasons behind learning new languages rather than focusing solely on grammar and vocabulary. The course integrates diverse elements like sport, culture, body language, and gestures to demonstrate how language shapes the way people experience the world. Jenkins emphasizes, “It’s not so you can order a baguette in a boulangerie. It’s so that you can understand that other people have different perspectives to you and they see things, feel things, taste things, experience in a really broad way their whole world in a different way.”

The impact of this method is evident in the rising figures for language study participation. According to the British Council, the number of pupils taking up languages increased by 3.6% in 2023-24 and by 9.6% in 2024-25, with 4,292 entries recorded in 2025. The mentoring program deliberately targets students uncertain about pursuing languages and encourages them to connect their own identities and experiences with the process of language acquisition. Jenkins notes, “We get them to think about the world in which they live, the things they do, the food that they eat, and then we start to think about the language learning.”

Originally launched in 2015 across 15 schools with university students mentoring pupils in French, German, or Spanish, the scheme has evolved significantly. Firial Benamer, a Cardiff University PhD student and native Arabic speaker from Libya, recalls that five years ago, the program did not include any direct language teaching. Now operating in 111 schools, it offers “mini-taster” sessions of languages alongside cultural exploration. Benamer shares how her personal journey—learning Japanese due to an interest in anime and Turkish inspired by television programs—reflects the program’s philosophy that culture draws learners into languages. Students like Hugo and his classmates agree that learning about culture, food, and traditions alongside language makes the experience more engaging. As Kit remarks, “I think because we were learning about so many things like culture, food and all the other things around the language, we could know more about it.

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