Monolingualism — the ability to speak or write in only one language — is increasingly common in English-speaking countries. The British monolingualism “epidemic” reflects the belief that English is the most significant language within society. As a result, individuals who are unable to speak English confidently may feel isolated, which can contribute to deteriorating mental health and social exclusion. Both the UK and the USA demonstrate how language policies can unintentionally disrupt language varieties in society whilst aiming for social cohesion.
With Donald Trump signing an executive order making English the official language of the United States, it becomes easier for Americans to feel no need to widen their linguistic abilities. If English is the official language, what motivates others to learn a different one? Language choice reflects authority and power but by doing so, governments often silence many language varieties without acknowledging the costs. Trump’s executive order marks the first time the USA has designated an official language, reinforcing the idea that English alone is sufficient for participation in society. Consequently, fewer people are learning languages and gaining a wider perspective of cultures.
In contrast, some schools are attempting to promote multilingualism, challenging the narrative that “English is enough.” Encouraging the belief that the ability to communicate by more than one language is something that should not be limited. A key benefit of this approach is the education system’s increased focus on different cultures. Embracing this linguistic diversity supports individuality and can enhance each student’s cognitive abilities. For example, studies show that bilingual children often demonstrate better attention, control, and problem-solving skills. Furthermore, by learning multiple languages students can develop a broader understanding of the world. Encouraging students to maintain their native languages rather than forcing them to assimilate into the dominant one helps preserve identity and promotes inclusion, aiding a better overall education.
Supporters of Trump’s executive order argue that establishing English as an official language promotes social cohesion and shared values. This can streamline communication as it restricts the diversity of languages, emphasising a collective style. This policy shares the view that a national language will transform the United States into a shared home and empower new members to participate in the ‘American Dream.’ However, this policy may instead weaken social solidarity by marginalising non-native English speakers and leaving some citizens feeling more isolated than before. Opponents of the policy argue that an official language is unnecessary, as the vast majority of Americans already speak English without it being formally designated. How does categorising this benefit?
Despite the clear benefits of multilingualism, language learning in schools is in decline. Languages are undeniably difficult to master, which may explain the decreasing interest among students. In a culture shaped by technology, instant content, and mindless scrolling, fewer people are willing to dedicate long periods of time to studying a subject that requires consistent effort. For many students, choosing an ‘easy-to-pass’ exam or Scottish Higher is more appealing than committing to a demanding language course. Subjects like French, German or Spanish cannot be passed with minimal effort, and this discourages uptake.
Teacher recruitment also plays a significant role. Fewer teachers are choosing to specialise in languages, leaving some schools without the resources to offer the range of languages at all. Even when schools wish to promote multilingualism, limited staffing and funding makes this difficult. This cultural decline has led to languages being viewed as less important, reinforcing the belief that English alone is enough — a classic “how does this benefit me?” mindset.
The British education system is frequently criticised for under-teaching modern languages, contributing to the decline — and potential death — of lesser-spoken languages such as Irish. School policies often emphasise cultural assimilation, marginalising minority groups while prioritising English. Therefore, younger students are encouraged to adopt English, gradually shifting away from their native languages. As language courses have a low uptake, minority languages such as Gaelic are increasingly endangered. A lack of support from the education system and encouragement from teachers accelerates this decline. If schools actively supported students in maintaining their native languages, Gaelic and others would not be overshadowed by dominant languages but preserved as a vital part of cultural heritage.
So, perhaps the question is not whether English should remain dominant, but whether it should stand alone. Is it time to step out of linguistic isolation and finally lean into a bit of Spanish or Gaelic grammar?
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