September 26 was celebrated throughout Europe as the European Day of Languages. In every capital city balloons were released to mark the occasion and there were special events across Europe in schools and market squares, at airports and on the internet, and learned debates and radio phone-ins.

In the UK highlights included a debate on languages in the Scottish parliament, and the presentation of European Awards for Languages to 12 outstanding projects - a ceremony hosted by the Spanish Embassy. Schools put on a range of imaginative and challenging activities: in Bedfordshire all teachers were challenged to give an assembly in a foreign language, and there were poetry workshops, prize-givings, community language festivals, film-shows, taster sessions and competitions.

In these last few months of the Year of Languages we should reflect on the long-term effects of such events, and in particular on the moves within the UK towards more coherent languages policies. In Scotland a Ministerial Action Group reported earlier this year and announcements are due over a range of specific proposals to increase language capability in the educational sector. A Welsh national languages strategy has also been drafted and should be finalised by the end of the Year.

In England the Department for Education and Skills has been responding to the often trenchant concerns set out in last year’s Nuffield Inquiry into languages. A ministerial steering group was set up in May, supported by a working group, to map out a new strategic direction for language policy. It is too early to guess at its detailed conclusions, but its brief is wide - involving all sectors of education and training as well as key players from economic life and civil society. It includes representatives from key government departments.

So there is every reason to hope that some real progress will be made during the coming months and years in addressing what we all recognise as the UK’s “languages deficit”. In a recent survey it was reported that only 33 per cent of the population of the UK could speak a second language, the lowest percentage in the European Union.

Underscoring these political developments is a realisation that addressing this deficit is not merely a matter of increased or even “better” provision. In the 21st century competence in language and in languages is more than just another skill. It is becoming a core and defining characteristic of a citizen and so this “languages deficit” has become an urgent economic, social and political question.

There is indeed a risk that the current interest in languages will be limited to short-term needs, rather than being based on a long-term vision - what we have called an “agenda for languages”. Such an agenda would see languages as a resource to be valued, and would seek to promote language learning throughout all stages of education and training. It would argue against a quite deeply rooted assumption in the UK that English monolingualism is enough to meet the communicative aspirations of modern society. Instead it would argue that multilingualism is better, not only for individuals, in terms of their sense of self and their opportunities for prosperity, but for countries and states, for business and for communities. An understanding of languages, linked to an openness to other cultures, helps peace and growth, trade and social inclusion.

These are dangerous times and nobody can predict the future or guarantee peace or prosperity. It is clear, however, that without the understanding of the “other” which language gives, neither will be possible.

“An agenda for languages” was presented at the Face to Face conference and festival - the UK’s centrepiece event for the European Year of Languages - which took place in Birmingham on October 10.

Lid King is director of CILT (Centre for Information on Language Teaching and Research), 20 Bedfordbury, London WCN 4LBE-mail: library@cilt.org.uk