There is a growing divide in pupils’ chances to learn a language, with children from poorer backgrounds more likely to miss out, according to a new study.

The British Council report, published today, also indicates that some teachers fear that tough new GCSEs mean lower-ability students are less likely to study a language.

And it raises concerns about a lack of boys studying the subject.

The report’s author warns that there is a “growing rift” between schools where languages are valued and those that are struggling with the subject.

The latest Language Trends Survey, based on a study of heads and language teachers in English primary and secondary schools, argues that increasing numbers of schools are allocating a shorter amount of time to languages.

More than half (58 per cent) of the state schools questioned set aside less than two and a half hours a week for 11- to 14-year-olds (key stage 3) to study the subject - up from 52 per cent who said the same last year.

“Schools with fewer teaching hours for languages at key stage 3 are more likely to have higher proportions of pupils eligible for free school meals and lower overall educational attainment,” the study says.

It calculates that schools with the lowest proportions of pupils on free school meals (FSM) - a key measure of poverty - are more than twice as likely to offer 11- to 14-year-olds two and a half hours or more of languages per week than those with the highest proportions of students getting free dinners.

‘The enriching experience of learning languages’

The study also says schools with the highest proportion of FSM pupils are more than three times as likely to have low numbers taking languages at GCSE, and no plans for this to improve, compared with schools with the smallest proportions of FSM students.

It found that since new, tougher GCSEs were introduced - with the first language grades due to be awarded this summer - there has been a move towards the courses being taken by high and middle-ability pupils, and away from them being taken by lower-ability youngsters and those with special educational needs.

Around 68 per cent of the state school teachers questioned, and 49 per cent of those in fee-paying schools, said lower-ability pupils were now less likely to be taking a languages GCSE.

The study calculates that overall, in 2017, 47 per cent of 16-year-olds took a modern language GCSE, down 2 percentage points on the year before.

The report’s author, Teresa Tinsley, said: “The research shows that there is a growing rift between schools where languages are valued and developed imaginatively as part of a stimulating curriculum and those which are struggling to overcome disadvantage and a growth in negative attitudes.

“These schools will need support and encouragement if all pupils across the board are to enjoy the enriching experience of learning a language.”

Vicky Gough, schools adviser at the British Council, said: “The opportunity to learn a language should be open to everyone, regardless of what kind of school they attend.

“Learning a foreign language can open doors, not only by helping us understand other cultures but also providing vital skills much sought after by employers.”

Geoff Barton, general secretary of the Association of School and College Leaders, said: “We clearly need a national strategy to improve language take-up.

“The government’s approach of raising language participation by including it as part of the EBacc, and setting an arbitrary target that 75 per cent of students should be studying for GCSEs in these subjects by 2022, is not working because it doesn’t address the issues holding back language learning.

“Nationwide teacher shortages are often particularly severe in the most disadvantaged areas, and schools in these areas teach more students who require additional support and may be deterred from languages because of their perceived difficulty.

“In addition, school timetables are bursting at the seams because of government-imposed performance measures.”

The survey questioned heads and language teachers in 692 primaries and 785 secondary schools in England between January and March.