To what extent can XR's educational potential transform language learning and teaching in the UK?

Language learning in England is the privilege of a minority. Language Trends Survey 2021 reported that only 53% of Year 10 students in the state sector are currently studying a language GCSE, compared to 84% of Year 10 pupils at independent schools. In addition, only a third (32%) of those undertaking

GCSEs in languages achieve grade C or above. (Language Trends, 2018) Fewer students at GCSE means fewer candidates for languages A-level and university studies. At university level, inequality of participation in language studies is gendered as well as characterised by class (Muradás-Taylor, 2023) and ethnicity (HESA). Yet, learning languages carry economic, social, and

cognitive returns. Learning a language increases one's knowledge of one's first language, it enhances brain executive function, and it gives access to a greater range of cultural artefacts (O'Brien, 2017). The British government commissioned a review of languages pedagogy in 2016 and invested £14.9

million to set up 25 school hubs under the National Consortium for Languages Education. It also announced its ambition that 75% of learners would study the EBacc subject combination at GCSE by 2022 and 90% by 2025. The government is currently on track to meet all its EBacc targets, except for languages (Language trends, 2022).

Success at language studies is often associated with immersion, be it through international mobility or through immersion in the language's cultural artefacts. Immersion exposes the learner to vocabulary in context as well as provides opportunities for practising listening, speaking, reading, and writing. Yet,

international mobility is on the decrease in schools (Language Trends 2022) and at-home immersion requires access to cultural resources many students lack. Technology offers opportunities for creativity and applications that meet the interests and needs of learners from different ages and backgrounds. Initial research reveals a small number of systematic

reviews and individual research papers on the application of extended reality (XR) tools on language learning. However, there seems to be few studies on its impact on progression in language studies as well as on the pedagogies employed.