Introduction

For years, modern foreign language (MFL) teaching in the UK has struggled with student disengagement, declining uptake at GCSE level, and frustration with traditional, grammar-heavy instruction. Many students find learning a foreign language overwhelming, particularly when faced with rote vocabulary lists and abstract grammar rules. But what if there was a better way—one that makes language learning feel natural, engaging, and accessible?

Enter Extensive Processing Instruction (E.P.I), an approach designed to streamline language acquisition by focusing on structured input, meaningful repetition, and fluency-first approaches. As part of her Master’s research at King’s College London, Kate Trafford conducted a study to assess the effectiveness of E.P.I in boosting student motivation and linguistic outcomes at the secondary level.

Her research findings confirm what many progressive language teachers have already discovered: E.P.I, has the potential to enhance MFL students’ motivation to learn languages. This blog post breaks down her key findings and explores why E.P.I has the potential to be successful.

Summary of Kate Trafford’s Research on Extensive Processing Instruction (E.P.I)

Here is a concise summary of Kate Trafford’s dissertation, highlighting the key findings and reasons why EPI was successful in secondary language teaching.

Title: An exploration of the potential of the pedagogical framework Extensive Processing Instruction (E.P.I) in secondary language teaching and learning to increase motivation and outcomes at GCSE level in England.
Institution: King’s College London
Author: Kate Trafford
Year: 2023

Background & Research Aim

Kate Trafford’s dissertation explores the Extensive Processing Instruction (E.P.I) framework, developed by Gianfranco Conti, as a solution to declining student engagement and performance in Modern Foreign Languages (MFL) at GCSE level in England. The study aims to assess the effectiveness of E.P.I in increasing motivation and linguistic outcomes. Using a mixed-methods approach, the research evaluates student motivation, language acquisition, and the overall impact of E.P.I compared to traditional grammar-translation methods.

Methodology

• Participants: 70 secondary school students (ages 11-16) from an independent school.
• Data Collection:
  • Online surveys to assess student attitudes towards E.P.I.
  • Focus groups to capture qualitative insights into learning experiences.
  • Analysis of student performance in a GCSE-style written assessment.

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Key Findings

1. E.P.I Increases Motivation & Engagement

• Students found language learning more accessible and enjoyable under E.P.I than with traditional methods.
• Sentence Builders (SBs) played a significant role in reducing cognitive load, helping students engage with content in an organized and structured way.
• Gamification in the M.A.R.S E.A.R.S sequence (e.g., listening games, role-plays) increased participation and reduced learning anxiety.
• The use of English alongside target language helped students feel more confident, reducing fear of making mistakes.

2. E.P.I Improves Language Retention & Fluency

• Students retained vocabulary and grammar structures more effectively when learning through structured chunks rather than isolated words.
• Repetitive exposure through different modalities (listening, speaking, writing, reading) led to deeper language acquisition.
• Implicit grammar teaching—where students deduced patterns from chunks—led to better retention than explicit grammar drills.

3. Structured Approach Enhances Progression

• The step-by-step sequencing of E.P.I (M.A.R.S E.A.R.S) helped scaffold learning from comprehension to independent use.
• By focusing first on comprehensible input (listening & reading) before moving to structured output (writing & speaking), students developed greater fluency.
• Students reported higher confidence in spontaneous speaking compared to their experience with traditional grammar-focused methods.

4. Students Prefer Sentence Builders Over Vocab Lists

• SBs provided context, making it easier for students to understand sentence structure.
• The color-coding and categorization of words helped students grasp grammatical patterns without explicit rule memorization.
• Students trusted SBs as reliable tools, reducing dependence on translation apps.

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Why E.P.I Was Successful

1. Cognitive Load Reduction

• Chunks of language, rather than isolated words, made learning more efficient.
• Listening-first approach gave students exposure before production, ensuring they had strong mental representations of language before using it.

2. Gamification & Low-Stakes Practice

• Interactive activities like bingo, sentence-building games, and scaffolded speaking tasks created a low-pressure environment where students felt comfortable experimenting with language.
• High repetition in different formats reinforced learning without monotony.

3. Prioritizing Communication Over Grammar

• Unlike traditional methods that overemphasize explicit grammar instruction, E.P.I gradually introduced grammar in context through structured input.
• Students became fluent first and then refined accuracy, making language use feel more natural.

4. Positive Student Perceptions

• The majority of students reported enjoying lessons more under E.P.I, with motivation increasing as they felt more successful in producing language.
• Self-efficacy played a key role—students who believed they could succeed were more willing to engage in speaking and writing tasks.

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Conclusion

Kate Trafford’s research demonstrates that Extensive Processing Instruction (E.P.I) is a highly effective pedagogical approach for increasing motivation, engagement, and linguistic success in MFL classrooms. The structured yet flexible nature of E.P.I, which prioritizes fluency over isolated grammar accuracy, fosters a more inclusive and accessible language-learning experience.

The findings suggest that E.P.I should be considered as a viable alternative to traditional grammar-heavy instruction, particularly in the context of reversing the decline in MFL uptake at GCSE level. The study highlights the need for curriculum reform that integrates sentence builders, gamification, and communicative fluency-focused instruction into mainstream secondary school language teaching.

Introduction

The study of modern foreign languages in the UK has experienced a notable decline in recent decades, with German being particularly affected. Once a widely taught and respected subject, German has seen a sharp drop in student enrollment at both GCSE and A-level. Various interrelated factors contribute to this decline, including teacher shortages, policy changes, perceived difficulty, and limited opportunities for cultural immersion. This article explores the key reasons behind the decreasing popularity of German in UK high schools, drawing on research-backed evidence to highlight the challenges and potential solutions.

1. Significant Reduction in Student Enrollment

Over the past decade, there has been a notable decrease in students opting for German. For instance, A-level entries for German have almost halved, dropping from 3,999 in 2013 to 2,186 in recent years. Similarly, GCSE entries have declined from 36,933 in 2021 to 34,966 in 2023.
(Source: British Council, The Guardian)

2. Shortage of Qualified German Teachers

The diminishing number of students has led to a reduced demand for German teachers, resulting in a shortage of qualified educators. This scarcity is exacerbated by Brexit, which has led to many native German-speaking teachers leaving the UK.
(Source: The Guardian)

3. Policy Changes Impacting Language Learning

In 2004, the UK government removed the requirement for students to study a foreign language at GCSE level. This policy shift led to a significant decline in language learning, with German being particularly affected.
(Source: British Council, House of Commons Education Committee Report)

4. Perception of German as a Difficult Language

German is often perceived as more challenging compared to other languages like Spanish – the latter requires 600 hours of study to achieve fluency, whilst the former requires 750 (see note 1 below). This perception discourages students from choosing German, contributing to its decline.
(Source: Education Policy Institute)

5. Socioeconomic Disparities in Language Education

There is a growing social divide in language learning. While over half of private schools teach at least two languages in Key Stage 3, fewer than one in five state schools do the same. This disparity has disproportionately affected German, with state schools less likely to offer it compared to independent schools.
(Source: British Council, Language Trends Report 2024)

6. Limited Cultural and Educational Exchanges Post-Brexit

The UK’s withdrawal from the Erasmus+ program has reduced opportunities for cultural and educational exchanges with German-speaking countries, diminishing students’ exposure to the German language and culture.
(Source: The Guardian, British Council)

7. Overemphasis on Grammar in German Teaching

Research suggests that German teachers in the UK tend to prioritize grammar instruction over communicative skills, which can discourage students and make the language feel overly technical. A 2023 study found that many German teachers follow traditional grammar-focused methods, emphasizing rules and structure instead of real-world conversational skills. Similarly, L1 Research highlights that the study of grammar teaching methods in German is methodologically underdeveloped, leading to an excessive focus on grammar at the expense of communicative fluency. This approach can contribute to students perceiving German as too difficult and choosing other languages instead.

8. Perceived Lack of Practical Application

Students often question the real-world applicability of learning German, especially if they do not see immediate benefits or opportunities to use the language. This perceived lack of practicality can diminish motivation and interest in German lessons. Teachers can address this issue by integrating real-life scenarios such as role-playing activities in travel situations, or business settings. Encouraging interactions with German-speaking communities through virtual exchanges or guest speakers can enhance students’ exposure to authentic language use. Utilizing multimedia resources, including films, music, and podcasts, can make lessons more engaging and culturally relevant. Highlighting career opportunities and facilitating study abroad programs can also demonstrate the tangible benefits of learning German. By adopting a project-based learning approach and incorporating gamification elements, educators can create more interactive and meaningful learning experiences that emphasize practical language use. (Source: British Council, Education Endowment Foundation)

Conclusion

The decline of German as a foreign language in UK high schools is the result of multiple interwoven factors, including declining student enrollment, a shortage of qualified teachers, policy changes, and a perception of German as a difficult and impractical language. The lack of cultural exchange opportunities and an overemphasis on grammar-based instruction further contribute to student disengagement. Addressing these issues requires a multifaceted approach, including curriculum reforms, enhanced teacher training, and initiatives to promote the cultural and practical benefits of learning German.

To make German more appealing, educators should prioritize gamification in lessons, incorporating interactive challenges, digital tools, and competitions that enhance engagement and motivation. Additionally, shifting the focus from rigid grammar accuracy to fluent communication through chunk-based learning—where students are taught phrases and expressions as functional units—can help develop confidence and spontaneity in speaking. By embedding these strategies into German language instruction, schools can foster a more dynamic and immersive learning environment that rekindles students’ interest in the language and ensures its continued presence in UK education.

Note 1: According to the US Foreign Service Institute, German takes about 750 hours due to cases, complex word order, and pronunciation.

References

• British Council. (2024). Language Trends England 2024 Report. Retrieved from http://www.britishcouncil.org
• The Guardian. (2023). German language learning in decline in UK schools. Retrieved from http://www.theguardian.com
• Education Policy Institute. (2023). The challenge of MFL education in UK schools. Retrieved from http://www.epi.org.uk
• Liviero (2023). Grammar-based teaching in MFL: The case of German in UK classrooms. Retrieved from http://www.researchgate.net
• L1 Research. (2023). Methodological challenges in grammar teaching for German learners. Retrieved from http://www.l1research.org
• Education Endowment Foundation. (2023). The impact of perceived usefulness on language learning motivation. Retrieved from http://www.educationendowmentfoundation.org
• House of Commons Education Committee. (2023). Modern foreign languages in secondary education. Retrieved from http://www.parliament.uk

Introduction

The retention crisis among Modern Foreign Language (MFL) teachers in the UK has become an increasingly pressing issue, with many educators leaving the profession due to a combination of systemic challenges. Research from 2023 and 2024 highlights multiple interrelated factors driving this exodus, ranging from recruitment shortages and high workload demands to the broader impact of Brexit on language education. Additionally, a decline in student engagement, limited professional development opportunities, and disparities in school resources further exacerbate the issue. Crucially, teacher self-efficacy—or a teacher’s confidence in their ability to deliver effective instruction—has also emerged as a significant factor influencing retention. Understanding these challenges in depth is essential for shaping policies that support MFL teachers and sustain language education in the UK.

1. Recruitment Challenges and Teacher Shortages

The under-recruitment of MFL teachers remains a significant issue in the UK. In the 2023/24 academic year, only 33% of the target number of MFL trainee teachers were recruited, leading to a severe shortage of qualified language educators (thebritishacademy.ac.uk, tes.com, nfer.ac.uk). This ongoing recruitment gap means that schools often struggle to fill MFL teaching positions, creating instability within language departments and increasing pressure on existing staff.

Moreover, approximately 60% of schools reported challenges in hiring qualified language teachers, with 33% of state schools describing it as a “major issue” (thebritishacademy.ac.uk, britishcouncil.org). The limited availability of trained MFL teachers puts strain on the profession, making workloads heavier and reducing the overall quality of language instruction.

2. Increased Workload and Stress

One of the most commonly cited reasons for teacher attrition in the UK is workload. Full-time secondary teachers in England reported working an average of 49.3 hours per week, well above the OECD average of 41 hours (commonslibrary.parliament.uk). This excessive workload includes lesson planning, marking, administrative tasks, and extracurricular responsibilities, leaving teachers with little time for rest or professional development.

A significant proportion of teachers also feel that their workload is unmanageable, contributing to job dissatisfaction and burnout (commonslibrary.parliament.uk). The pressure to meet targets, combined with increased scrutiny from school inspections and performance measures, further compounds stress levels. For MFL teachers, the added challenge of preparing lessons in a second language can make the job even more demanding.

3. Impact of Brexit

Brexit has had profound consequences on the recruitment and retention of MFL teachers in the UK. One of the most notable impacts has been the reduction in the pool of native speakers available to teach in UK schools. With the end of free movement, fewer language specialists from the EU are choosing to work in the UK, leading to an increased reliance on non-native teachers (edgwareassociates.com).

Additionally, Brexit has made international recruitment more difficult due to new visa requirements and reduced EU funding for education programs (tes.com). These barriers have contributed to teacher shortages and increased workload for existing staff, further discouraging new recruits from entering the profession.

4. Decline in Student Interest and Perceived Subject Difficulty

Another significant factor affecting MFL teacher retention is the decline in student interest in language learning. Many schools have reported decreasing enrollment in MFL subjects, partly due to the perception that languages are more difficult than other subjects and offer fewer career benefits (edgwareassociates.com). This declining interest can make MFL teachers feel undervalued and disconnected from their role, leading to frustration and job dissatisfaction.

Additionally, MFL subjects have been graded more harshly compared to other disciplines, discouraging students from pursuing them further (tes.com, nfer.ac.uk). This grading disparity has a knock-on effect on teachers, who may feel disheartened when their students struggle to achieve high marks despite their efforts.

5. Limited Professional Development and Support

Professional development opportunities play a crucial role in teacher retention, yet many MFL teachers in the UK report insufficient access to continued professional development (CPD) (britishcouncil.org). Without adequate CPD, teachers may struggle to keep up with new pedagogical approaches, language proficiency, and curriculum changes, leading to frustration and decreased job satisfaction.

Disparities in funding and resources between independent and state schools further contribute to the issue. Independent schools often have more resources for international exchange programs, language assistants, and immersive learning opportunities, whereas many state schools lack such support (thebritishacademy.ac.uk). This imbalance can leave MFL teachers in under-resourced schools feeling isolated and unsupported.

6. Low Teacher Self-Efficacy and Confidence

Recent research highlights low self-efficacy as a significant reason why MFL teachers leave the profession in the UK. Many early-career MFL teachers experience a lack of confidence in their teaching ability, particularly in managing classroom challenges and delivering effective language instruction (onlinelibrary.wiley.com). If not addressed, these initial struggles can contribute to early career departures from the profession.

Although some teachers report an increase in self-efficacy as they gain experience, those who continue to feel ineffective in their roles are more likely to leave teaching (onlinelibrary.wiley.com). Furthermore, teachers who perceive their own language proficiency as inadequate may struggle with self-doubt, reducing their motivation to continue in the profession (jltr.academypublication.com). Addressing self-efficacy through mentorship programs and professional development is crucial for improving teacher retention.

Conclusion

The ongoing challenges facing MFL teachers in the UK highlight the urgent need for targeted interventions to improve recruitment, retention, and overall job satisfaction. Addressing workforce shortages requires increased incentives for teacher training, while tackling excessive workload and grading disparities can improve working conditions. Moreover, providing structured professional development and mentorship opportunities can help boost teachers’ self-efficacy, ultimately reducing burnout and attrition. As Brexit continues to limit the availability of native speakers in the UK, language education policies must adapt to support non-native teachers effectively. Without meaningful action, the decline in MFL teaching staff will continue to impact language learning in schools, limiting students’ access to multilingual education. By acknowledging these challenges and implementing supportive measures, the UK can work toward a more stable and resilient MFL teaching workforce.

Furthermore, the failure of initiatives such as the National Centre for Excellence for Language Pedagogy (NCELP) and the National Consortium for Languages Education (NCLE) has made matters worse. These initiatives aimed to improve MFL teaching through evidence-based strategies and curriculum reform but have struggled to gain widespread implementation in schools. Many teachers have found NCELP’s approach restrictive, overly focused on grammar and translation at the expense of communicative fluency, making lessons less engaging for students. Similarly, the NCLE has failed to provide the necessary systemic support for language teachers, leaving many feeling unsupported and without adequate resources. The lack of tangible improvements from these initiatives has further exacerbated the retention crisis, contributing to teacher frustration and attrition.

Without meaningful action, the decline in MFL teaching staff will continue to impact language learning in schools, limiting students’ access to multilingual education. By acknowledging these challenges and implementing supportive measures, the UK can work toward a more stable and resilient MFL teaching workforce.

References

• The British Academy. (2023). Language Learning in Schools: Recruitment and Retention. Retrieved from thebritishacademy.ac.uk
• TES. (2023). Why MFL Teacher Shortages Are Increasing. Retrieved from tes.com
• NFER. (2024). Teacher Labour Market in England Annual Report. Retrieved from nfer.ac.uk
• British Council. (2023). The State of Language Education in the UK. Retrieved from britishcouncil.org
• House of Commons Library. (2023). Teachers’ Workload and Retention. Retrieved from commonslibrary.parliament.uk
• Edgware Associates. (2023). The Impact of Brexit on MFL Teaching. Retrieved from edgwareassociates.com
• Wiley Online Library. (2023). Self-Efficacy in MFL Teachers. Retrieved from onlinelibrary.wiley.com
• Journal of Language Teaching Research. (2024). The Role of Self-Efficacy in Teacher Retention. Retrieved from jltr.academypublication.com