National Network for Interpreting

Why do we need a National Network for Interpreting?

‘Language skills matter. They are an important enfranchisement in a Europe where there is free movement of peoples, a key to multicultural awareness in our own country and in the world, and increasingly relevant to the prospects of our young people in a world of multinational companies where linguistic skills are valued.’
DfES, in the Languages Review of February 2007

Since learning a language ceased to be a mandatory part of the curriculum for pupils in the last two years of compulsory education, there has been a sharp decline in the take-up of language courses at school and university in the UK. However, the need for qualified linguists is greater than ever before, and language skills are valuable in a very broad range of careers and beyond the workplace. The National Network for Interpreting is a key strand in a broader Government strategy to encourage language learning, as part of which the Routes into Languages initiative, funded by the Higher Education Funding Council for England (HEFCE), aims to develop the role of languages as a “motor of civic and economic regeneration” and to promote the profession of interpreting. In essence the aim of the Network is to reverse the decline in language learning.

The decline in language learning

• Before September 2004, when learning a language at Key Stage 4 was still compulsory, only 80% of pupils actually made it as far as the GCSE exam.
• This figure dropped to 51% in 2006, and there has been a further decline in 2007 (DfES Languages Review, February 2007).
• Trends over the past ten years suggest a sharp decline in student numbers applying for certain language courses. UCAS records show that although Spanish and Modern Middle Eastern studies increased in popularity in the period 1996-2006, student acceptances for French decreased by 32% between 1997 and 2003; German suffered a similar fate (33% decline), as did Italian (27%).
• The decline in student acceptances is mirrored by a fall in the number of Higher Education Institutions providing language courses. Since 1998, the number of HEIs offering French has fallen by more than 15%; for German and Italian the figures are 25% and 9% respectively (‘Losing our Tongues’, University and College Union Report 1998-2007).
• Overall there was a 6.2% fall in undergraduate numbers on language courses between 02/03 and 05/06. By contrast, in the same period the number of first degree students across all subjects increased by 9% (based on DfES and CILT analyses of HESA data).

The need for linguists

Globalisation, immigration and developments in international organisations have boosted demand for qualified linguists.

• Globalisation
  • 60% of UK trade is with non-English speaking countries (CILT)
• EU enlargement in 2004 and 2007
  • greater need for new languages
• EU institutions and international organisations
  • critical need for English speakers. Translation volumes have spiraled
• National organisations
  • critical need for linguists with Arabic, Russian, Persian and Pashto
• Business and public services
  • Often have to rely on non-native speakers of English

The Routes into Languages projects

This is an £8 million group of projects funded by HEFCE and DCSF (Department for Children, Schools and Families). It comprises:

• Regional Consortia (aimed at young people of 14-18 to enthuse them through a range of innovative activities)
• National Networks for Interpreting and Translation (to address the shortage of qualified graduates and promote these professions)
• Research Projects
  • Community Languages
  • Languages and Enterprise
  • International Events

You can find out more by visiting other sections of the website. In brief, the aims of the Network are as follows:

• To inspire young people to learn languages through the promotion of exciting and challenging careers in language services in general and interpreting in particular
• To promote such careers in schools, colleges and universities through the development of materials, regular visits, open lessons and other activities
• To design and implement interpreting modules in languages of Asia, Eastern Europe and the Middle East

These are very ambitious aims, but we are looking forward to sharing our passion for languages with you and your students!