The Inquiry's main findings are:

• English is not enough
  We are fortunate to speak a global language but, in a smart and competitive world, exclusive reliance on English leaves the UK vulnerable and dependent on the linguistic competence and the goodwill of others.
  
• People are looking for leadership to improve the nation's capability in languages
  Attitudes have become markedly more positive in recent years, and languages are now seen as much more important, especially among young professionals.
  
• Young people from the UK are at a disadvantage in the recruitment market
  The UK workforce suffers from a chronic shortage of people at all levels with usable language skills. Companies increasingly need personnel with
  technical or professional skills plus another language, and often their only option is to recruit native speakers of other languages. Mobility of employment is in danger of becoming the preserve of people from other countries.
  
• The UK needs competence in many languages - not just French - but the education system is not geared up to achieve this
  Schools and colleges do not provide an adequate range of languages and levels of competence for the future. Curricular, financial and staffing
  pressures mean that we teach a narrowing range of languages, at a time when we should be doing the opposite.
  
• Government has no coherent approach to languages
  There are many positive developments relating to languages in education and other areas of government, but the scene remains a patchwork of often unrelated initiatives. There is no rational path of learning from primary school to university and beyond, and investments in one sector are rarely exploited in another.
  
• In spite of parental demand, there is still no UK-wide agenda for children to start languages early
  There is a widespread public perception, backed by research, that learning another language needs to start earlier if the next generation is to
  achieve higher standards. An early start to language learning also enhances literacy, citizenship and intercultural tolerance.
  
• Secondary school pupils lack motivation or direction
  While more pupils now learn a language to age 16 that ever before, too few leave school with an adequate level of operational competence. Current
  provision does not motivate and too many pupils, also lacking positive messages about languages from outside the classroom, see language learning
  as irrelevant.
  
• Nine out of ten children stop learning languages at 16
  The current provision for 16-19 year olds is not broad enough to keep pace with individual or national needs. Young people are faced with the harsh choice at 16 between specialising in languages or giving them up. Moves to broaden the post-16 curriculum are welcome but more radical changes are needed.
  
• University language departments are closing, leaving the sector in deep crisis
  Higher Education is trying to run an ambitious 21st century programme for languages but is hamstrung by outdated funding and management structures which mainly reward specialism and traditional areas of research. Provision is uncoordinated nationally with little regard for long-term consequences.
  
• Adults are keen to learn languages but are badly served by an impoverished system
  The government's recent recognition of the importance of lifelong learning is timely. The absence of coherence in the current language provision for adults, together with a hostile funding regime, has led to decline in what should be a key sector.
  
• The UK desperately needs more language teachers
  The shortage of teachers, which is now acute and damaging the quality of provision in schools and colleges, is creating a vicious circle of inadequate supply. Meanwhile, university departments which train language teachers are threatened with closure.