In June, the National Centre for Foreign Languages (NCFF) published its latest report on the future of foreign language education in Denmark. At a time when learning languages in one’s spare time – through evening classes or apps such as Duolingo – has never been more popular, interest in studying languages within the formal education system continues to decline. Lingoblog was invited to bring the recommendations here. The full report (in Danish) can be accessed here.

System and Structure

Foreign language education faces deep-rooted structural challenges across the Danish education system. Student enrollment is falling, fewer pupils choose languages, and access to language education is becoming increasingly limited. At the same time, Denmark faces a growing shortage of qualified language teachers in both primary and upper secondary education. Teacher education is divided between separate systems for primary (i.e. elementary and lower secondary) and upper secondary teachers, each with its own traditions, priorities and institutional structures. Limited coordination between these systems makes it difficult to ensure continuity, quality and progression in language learning. If Denmark is to maintain its linguistic capacity, structural reform and stronger collaboration across educational sectors will be essential.

Recommendation 1: Make it easier for pupils and students to choose languages

• Ensure that every municipality offers French at a minimum number of primary schools.
• Recognise languages as part of the group of practical and applied subjects in primary education.
• Prioritise teaching by formally qualified language teachers in primary schools.
• Improve timetabling to give language subjects a stronger position in both primary and upper secondary education.
• Remove structural barriers that discourage upper secondary pupils from choosing languages as elective subjects.
• Support the establishment of small language classes in upper secondary education.
• Offer introductory courses in French, German and Spanish within both university college teacher education programmes and university language degrees.

Recommendation 2: Strengthen teaching placements for future language teachers

• Introduce higher professional requirements for school-based mentors, for example by requiring at least 10 ECTS credits of formal continuing professional development in contemporary foreign language pedagogy.
• Encourage closer collaboration between university educators and school mentors, for example through joint meetings involving student teachers.

Recommendation 3: Strengthen the preparation of upper secondary language teachers

• Require supervisors and mentors of teacher trainees to have at least 10 ECTS credits of formal continuing professional development in contemporary foreign language pedagogy.
• Increase the amount of subject-specific pedagogy within the theoretical component of teacher education.
• Require newly appointed temporary teachers to complete an introductory course in both general and subject-specific pedagogy.

Content and Curriculum

The rapid development of generative artificial intelligence (GAI) has intensified the challenges facing foreign language education. At the same time, it has highlighted the need to focus more strongly on the intercultural, communicative and critical thinking skills that AI cannot replace. Students increasingly want language teaching that prepares them for real-life communication – particularly spoken interaction – but many perceive a gap between classroom learning and the language skills they need beyond school. Traditional teaching practices, examination formats and weak progression between educational levels all reinforce this disconnect. The content and aims of language education therefore need to be reconsidered.

Recommendation 4: Rethink the content of language teaching

• Introduce cross-curricular language modules in primary education that foster pupils’ curiosity about languages, multilingual awareness, language-learning strategies, neighbouring languages and Danish as a second language.
• Give greater emphasis to speaking, everyday communication and conversational competence in French, German, Spanish and other foreign languages in upper secondary education.
• Recognise language as a tool for learning by embedding Content and Language Integrated Learning (CLIL) principles across language programmes, enabling students to acquire subject knowledge through the target language.
• Integrate digital technologies and generative AI into language teaching to support language acquisition while encouraging critical and reflective use of these tools.
• Update the English curriculum so that it better reflects the language skills most students will need in higher education and working life.

Recommendation 5: Rethink assessment in upper secondary language education

• Place greater emphasis on spoken language by replacing the written examination in foreign languages other than English with an adapted oral examination.
• Redesign the written English examination to focus more on language use and communication, and less on declarative knowledge about language.

Recommendation 6: Demonstrate that strong language skills open the door to advanced knowledge

• Ensure that university language degrees provide a clear progression in both language proficiency and academic content.
• Strengthen the integration of language proficiency and subject knowledge in German and French teacher education programmes at university colleges, including an additional 5 ECTS component.
• Use generative AI as a tool for both language learning and language pedagogy, enabling future teachers to develop their own language skills while learning how to use AI effectively in the classroom.

Recommendation 7: Strengthen collaboration between universities, employers and cultural institutions

• Expand opportunities for practice-oriented projects, case-based learning and professional placements within bachelor’s and master’s degree programmes in collaboration with employers and cultural institutions.

Recommendation 8: Build stronger links between university language programmes and the labour market

• Develop dedicated pathways within university language degrees for students interested in careers in teaching or communication, making these professions more visible and attractive.
• Increase the number of course components devoted to subject-specific pedagogy at both bachelor’s and master’s level.
• Integrate subject-specific pedagogy more systematically into other parts of language degree programmes.
• Expand opportunities for teaching placements in collaboration with educational institutions.

Recommendation 9: Reintroduce and rethink combined degree programmes

• Reintroduce combined degree programmes that integrate language studies with other academic disciplines.
• Strengthen the integration of linguistic and disciplinary expertise within existing combined programmes, making the added value of both components more explicit.

Recommendation 10: Revise the minimum academic requirements

• Update the national minimum academic requirements to place greater emphasis on language theory and language acquisition, ensuring that graduates are better prepared for teaching languages in upper secondary education.

Professional Development for Language Teachers

Language teachers at every level of the education system need stronger support to meet the demands of twenty-first-century language education. Communicative approaches have not yet been fully embedded in classroom practice, while generative AI presents both significant opportunities and new challenges. The NCFF therefore recommends a coordinated programme of professional development for language teachers across the education sector.

Recommendation 11: Expand professional development opportunities

• Introduce a national requirement that all foreign language teachers in primary and upper secondary education with more than five years’ teaching experience complete a formal programme of continuing professional development in contemporary foreign language pedagogy.
• Encourage universities and university colleges to establish local professional development initiatives focusing on areas such as CLIL, subject-specific pedagogy, project- and case-based learning, and the educational use of generative AI.

Recommendation 12: Establish language pedagogy coordinators

• Ensure that every primary school has access to a formally qualified language pedagogy adviser who can support colleagues, contribute to school development and help shape local language strategies in collaboration with school leadership.
• Ensure that every upper secondary school appoints a formally qualified language coordinator who can provide pedagogical guidance, mentor trainee teachers and contribute to the school’s language strategy.

Recommendation 13: Develop local and regional language teacher networks

• Create more opportunities for language teachers to exchange ideas and share effective teaching practices.
• Strengthen collaboration between teachers in primary and upper secondary education to improve continuity and progression across language learning.

How do learners make use of foreign language learning materials? Liet International 2020 in Aabenraa, Nordschleswig/Denmark: songs in 20 languages  Global Languages Day, Sept. 17, Dokk1, Aarhus, Denmark Silencing the Vikings: Bureaucracy and The End of Old Norse at Aarhus University Your brain can learn languages your whole life… PRESS RELEASE: Liet International 2022 definitely in Nordschleswig/Denmark