The majority of primary schools in England stopped teaching languages during the first lockdown, research suggests.

Covid-19 has had a “negative impact” on language learning for pupils in primary and secondary schools, according to the British Council’s Language Trends 2021 report.

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The survey, of more than 1,500 teachers from schools across England, suggests that language teaching was discontinued at 53 per cent of primary schools during the lockdown, from March 23 to late June 2020.

One in five primary schools continued to suspend language teaching in January and February this year due to Covid-19, the report says.

The impact of Covid on languages in schools

Teachers in state secondary schools reported that two in five students in Years 7-9 did not engage with language learning during the first lockdown.

By comparison, teachers in the independent sector reported that one in 10 pupils did not engage with language learning during the first lockdown.

The report reveals a social class divide in the impact of Covid-19 on language learning, with schools in deprived areas feeling the effects more acutely.

It suggests that 71 per cent of state schools in the most deprived areas reported a “big negative impact” on language learning, compared with 52 per cent of state schools in the most affluent areas.

By comparison, just 16 per cent of independent schools reported a “big negative impact”.

The research also found that the pandemic has contributed to the continued and significant reduction in international engagement opportunities.

These include activities such as partnering with a school abroad, involvement in international projects and hosting a language assistant, as well as trips abroad.

Nearly two in three (64 per cent) of teachers in primary schools and 38 per cent of staff in state secondary schools reported no international activities within their school, compared with 46 per cent and 11 per cent respectively in 2018.

At independent schools, just 11 per cent reported no international activities.

Vicky Gough, schools adviser at British Council, said: “The past year has been extremely challenging for schools and these findings highlight the significant impact of Covid-19 on the teaching and learning of languages.

“As education begins to recover from the pandemic, it’s essential that schools prioritise language learning and look to build back international opportunities and connections.

“The benefits of having language skills and some understanding of other cultures cannot be overstated, particularly as the UK renegotiates its place on the world stage.”

Dr Ian Collen, author of the report, said: “The most disadvantaged pupils are the most likely to have been negatively affected by the impact of Covid-19, experiencing greater disruption to their language learning and fewer international opportunities.

“Looking to the future, schools should consider giving more curriculum time to languages, as well as more opportunities to use languages in real life, such as visits abroad.”

Nick Brook, deputy general secretary of school leaders’ union the NAHT, said: “Schools have moved mountains over the past 18 months to preserve a high-quality education for young people. There is no doubt that these efforts have shielded pupils from the worst effects of the pandemic.

“But there has been significant disruption to education resulting in a necessary blend of face-to-face and remote teaching over the course of the year, and this will have had an impact on language learning.”

He added: “It is incredibly important that the government provides schools with sufficient funding to bring proper depth and breadth to the recovery work that they are now engaged in.

“We are dismayed at the amount of funding allocated so far, as it is nowhere near enough for the task in hand. Much of the talk about recovery has been about English and maths. This report highlights how important it is for the full range of subjects to be included in the recovery work.”