Foreword by Sir Trevor McDonald and Sir John Boyd
'Our mandate from the Nuffield Foundation, to look at the UK's capability in languages and to report on what we need to do as a nation to improve it, was timely. Every day we are confronted by evidence that we live in a shrinking world. The breaking down of international barriers, a process which will move much further and faster in the course of this new century, has placed a premium on our ability to talk to our neighbours in the global village.
 
The UK has no automatic monopoly on political or economic success. In a world of alliances and partnerships we need to understand where others are coming from. In a competitive world we cannot afford to be without strong and complete skills: no skills - no jobs. The need to strengthen our children's literacy, numeracy and technology skills is clear and we support it. Side by side with these should go the ability to communicate across cultures. It, too, is a key skill.
 
There is, however, a challenge here. The situation is greatly complicated by the global role of English, now essentially the language of international science, aviation, banking, technology and much else. Our partners, whether in Europe or East Asia, have moved fast to recognise this. A dry analysis might say that we could rest on that. But, in a complex and disparate world in which modern communications have transformed personal contact across boundaries, is English really enough?
 
In our view it is not. Capability in other languages - a much broader range than hitherto and in greater depth - is crucially important for a flourishing UK. The scale of what needs to be done has become ever more striking as our work has gone on. At the moment, by any reliable measure we are doing badly. We talk about communication but don't always communicate. There is enthusiasm for languages but it is patchy. Educational provision is fragmented, achievement poorly measured, continuity not very evident. In the language of our time, there is a lack of joined-up thinking. The UK needs a change of policy and practice to fit us for the new millennium. We want to see language skills built into the culture and practice of British business. One way or another we must give our children a better start with languages and equip them to go on learning them through life. We need to aim higher and deliver better.
 
In practical terms, this demands a coherent national languages strategy, reflected (and earning its place) in our changing educational curriculum and driven with determination. Things may not be good and it may not be possible to put them right immediately but we hope to have launched a process. We can and must do better. The potential is there - there are excellent initiatives on which to draw and build, achievements to be developed and rewarded. Technology opens an extraordinary range of new possibilities. Both of us emerge with renewed respect for those who have committed themselves to excellence in language and with a desire to see higher standards yet.
 
A new and frank view is needed, and we have tried to be rigorous in focusing on the issues that matter, drawing on a wide range of evidence and listening carefully. Not all our recommendations will be welcome but we expect them to be examined seriously.'