Sir, Limited linguistic skills in the UK over the next decades (report and leading article , March 13) will have a devastating impact for British business in the globalised market place. The deficiency of Mandarin as a language in the UK is a perfect example. The significance of China as a central actor in the global economy is highlighted by almost daily reports in Times Business and yet the number of pupils studying this language is derisory.

Research quite clearly reveals that language efficacy and cultural knowledge of exports markets increases international competitiveness. Primary and secondary education have a key role in contributing to these economic benefits but they do require funding, a clear policy of support from government and an accord with the business community to facilitate student interest in languages.

Business needs are immediate if Britain is not to miss out on gaining vital competitive advantages, and Lord Dearing’s proposals must be acted on and expanded.

KARK KOCH
Emeritus Professor of Modern Languages
London South Bank University

Sir, I taught for many years on language degrees where a high level of oral and written ability was demanded and achieved by many students, but rarely could they find posts where their skills were used and appreciated.

In 2001 a businessmen who did a lot of work abroad spoke at my university and when asked why he did not employ the sort of graduates we were producing, said: “I don’t need somebody who can talk about Proust in the bath.” It apparently did not occur to him that his French opposite number might be delighted to meet an English-speaker who shared an interest in French culture.

MICHAEL ALPERT
Emeritus Professor of the History of Spain University of Westminster

Sir, Marking modern language GCSEs more easily (report, March 12 ) is the wrong response to Britain’s lamentable linguistic track record.

In countries such as Germany and Switzerland children of all abilities are expected to acquire reasonable foreign language skills by the age of 16 and in consequence do so. In Britain even some students with A-grades at GCSE have trouble stringing two words together in their chosen language.

It is solely a question of expectations. The marking of foreign languages should be toughened with an emphasis on practical communication.

ADRIAN JACK
London WC2

Sir, An important advantage of foreign language learning often goes unstated. The best way to understand the essence of your native tongue is to learn a different one.

RON SANDS
Morecambe, Lancs

Sir, With one in four children at the age of 11 unable to meet the required standard in reading, does it make sense to devote primary curriculum time to a modern foreign language? Rather, that £50 million earmarked for yet another initiative ought to be used to improve children’s use of our own language.

A. C. HOLLAND
Lincoln

Sir, Lord Dearing wants to make a foreign language compulsory in our primary schools, but with what purpose? If it’s purely to communicate with others, surely a simple second language such as Esperanto would fit the bill.

I learnt it in the 1940s along with compulsory chess at my go-ahead secondary modern school. I can get by with my standard of French in France but if I went to Prague I’d be stumped if the person I wanted to converse with could speak neither English nor French.

OLIVER BOOTH
Ripley, Derbyshire

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